research report on education issues in tanzania

Transforming Tanzania's Education Landscape

On November 24, 2023, a significant meeting transpired between the Heads of Agencies and Cooperations of the Education Development Partners Group (EdDPG) in Tanzania Mainland and the esteemed Hon. Prof. Adolf Mkenda, Minister for Education, Science and Technology, alongside high-level officials from the Ministry. The primary focus of this gathering was to address pivotal issues concerning the ongoing reform of the Education Sector in Tanzania Mainland. Since September 2022 UNESCO assumed the chairmanship of the EdDPG, a group of multilateral and bilateral agencies providing support to the Education Sector in Tanzania Mainland and Zanzibar. Established in 2001, the primary objective of the EdDPG is to facilitate coordinated interventions and policy dialogue among development partners, aiming to support the Tanzania Education Sector in achieving learning outcomes aligned with the Sustainable Development Goals. 

During his address, Prof. Mkenda conveyed his deep appreciation to the Heads of Agencies and Cooperation for their proactive involvement in education reforms, underscoring his unwavering commitment to enhancing the education landscape in Tanzania. He approved the 2023 version of the National 2014 Education and Training Policy, providing insights into the new education structure and curriculum. Prof. Mkenda highlighted the critical challenge of insufficient teachers, emphasizing the need for collaborative efforts to overcome this hurdle in implementing the approved policy. He called for sustained cooperation to ensure increased access to and quality education, leaving no one behind in pursuing educational excellence. UNESCO, UNICEF, SIDA, UNHCR, World Bank, IMF, Belgium Embassy, USAID, KOICA, the Swiss Agency for Development, FCD, Aga Khan Foundation, DVV International, and other Education Development Partners Group members attended the meeting.

On the other hand, the WFP Country Representative in Tanzania, Ms. Sarah Gordon-Gibson, representing the UN Resident Coordinator, emphasized that the UN family in Tanzania stands in solidarity with the Government of the United Republic of Tanzania. This shared commitment is rooted in the United Nations Sustainable Development Cooperation Framework (UNSDCF) 2022-2027, reflecting a joint dedication to transforming the Education Sector.

The UN family in Tanzania stands in solidarity with the Government of the United Republic of Tanzania in our shared commitment to transforming the education sector. This commitment is firmly rooted in the UNSDCF 2022-2027, launched by Vice President Phillip Mpango last year, that outlines our collective response to contribute more efficiently and effectively to achieve the 2030 Agenda for Sustainable Development in Tanzania. 

Mr. Michel Toto, Head of Office and Country Representative of UNESCO, and the Chair of the EdDPG, acknowledged the Government's positive strides in budget allocation for the education sector over the past few years on behalf of the EdDPG. He reiterated the need to increase the education budget from 18% to the recommended rate of 20% to accelerate improvements in education sector outcomes. Mr. Toto reaffirmed the Education Development Partners Group’s commitment to support Tanzania’s Education Sector reform and development. Furthermore, he highlighted UNESCO's available support through its specialized institutes including the International Institute for Educational Planning (IIEP), the UNESCO Institute for Statistics (UIS), the International Bureau of Education (IBE), and the International Institute for Capacity Building in Africa (IICBA).

We commend the Government's efforts in improving and increasing access to the quality of education at all levels. Globally, we are halfway through implementing Sustainable Development Goal 4 on Education, which seeks to ensure sustainable, inclusive, and equitable quality education, promoting lifelong learning opportunities for all. This goal is at the core of our collective mission.

Participants in group photo during the meeting with the Honourable Minister of Education, Science and Technology

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• Priority Africa
• Country page: United Republic of Tanzania
• Region: Africa
• UNESCO Office in Dar es Salaam
• SDG: SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
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This article is related to the United Nation’s Sustainable Development Goals .

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Tanzania: More than 12 million Children to Benefit from Improved Preprimary and Primary Education

WASHINGTON, December 17, 2021 —More than 12 million children in mainland Tanzania will benefit from a new World Bank-supported program that aims to make preprimary and primary education better and more accessible across the country.

Primary enrollment in Tanzania increased by more than 2.5 million since 2013. Mainland now has 12.3 million students attending preprimary and primary classes. Nevertheless, Tanzania’s education sector remains constrained by several key factors including inequitable access to early learning and primary education for rural marginalized and vulnerable groups, inadequate school learning environments exacerbated by declining financing and increasing school populations, and a shortage of teachers and low teacher competencies.

The $500 million BOOST Primary Student Learning Program for Results that was approved today by the World Bank Board of Directors will help make Tanzania primary schools safer, more inclusive and child friendly, enhance teachers’ subject content knowledge and pedagogical competencies, and strengthen education finance and decentralized service delivery capacity. The overall goal is to ensure an education system that supports all children, including the most marginalized, to enroll early, develop strong foundational skills, and complete a quality education.  

“ Tanzania has made important progress in education by expanding access and reducing gender disparity in basic education. Investing in the education of young and vulnerable children, especially girls, is a critical building block to accelerating the country’s progress towards inclusive growth, poverty reduction and stronger upward mobility of all Tanzanians, ” said Mara Warwick, World Bank Country Director for Tanzania .

BOOST which was jointly formulated with the government and other development partners will support the Government’s Education Sector Development Plan in the next five years by providing results-based financing to catalyze reforms and implement interventions in three main areas:

• Improving Public School Learning Environment .  Supports the provision of safer and learning-conducive environments for pre-primary and primary pupils, helping schools meet minimum infrastructure requirements and implement a Primary Safe School Program (PSSP). This component will also support building at least 12,000 classrooms and associated facilities mainly in vulnerable rural communities.
• Improving Teacher Competencies and Quality of Classroom Teaching. Supports the nationwide implementation of Tanzania’s Teacher Continuous Professional Development policy, using a sustainable school-based approach complemented by a network of at least 800 primary hub schools empowered with ICT-smart classrooms and a Learning Management System that provides digitized teaching learning resources.
• Strengthening Education Financing and Decentralized Service Delivery Capacity : Support focuses on enhancing education financing, increasing community empowerment, and strengthening the oversight of local government authorities in improving the quality of education services delivery.

BOOST will also strengthen the capacities of the implementing agencies–the Ministry of Education, Science, and Technology and President’s Office, Regional Administration and Local Government–as well as core education technical agencies, such as the Tanzania Institute of Education, the National Examination Council of Tanzania, and the Teacher Service Commission.

"The new program carefully balances system strengthening with direct provision to fill important service delivery gaps especially in rural and vulnerable communities. It builds on the strong foundation laid by the previous program for results but goes beyond to expand access to preprimary education, leverage ICT for teaching and learning, and strengthen decentralized education governance, ” Xiaoyan Liang, World Bank Lead Education Specialist and Task Team Leader (TTL) for BOOST .

The Government of Tanzania’s decision to remove barriers to access education, including those that prevented pregnant girls or young mothers from attending formal school, underscores the country’s commitment to making education better, safer, and more accessible for its next generation, and to advance Tanzania’s social and economic development. BOOST will join the suite of education sector projects in Tanzania financed by the World Bank that will support implementation of this policy. BOOST will provide training for staff at the local level to enhance their understanding of Tanzania’s legal framework, adherence to a code of conduct concerning the rights of all children, and a move towards abolishing all forms of violence, whether gender-based, against children, persons with disabilities, pregnant girls, and other vulnerable and marginalized groups.

* The World Bank’s International Development Association (IDA), established in 1960, helps the world’s poorest countries by providing grants and low to zero-interest loans for projects and programs that boost economic growth, reduce poverty, and improve poor people’s lives. IDA is one of the largest sources of assistance for the world’s 74 poorest countries, 39 of which are in Africa. Resources from IDA bring positive change to the 1.3 billion people who live in IDA countries. Since 1960, IDA has provided $458 billion to 114 countries. Annual commitments have averaged about $29 billion over the last three years (FY19-FY21), with about 70 percent going to Africa. Learn more online: IDA.worldbank.org. #IDAworks

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Transforming Education for Girls in Tanzania: Endline Research report

This report is the culmination of 5 years’ work by the Transforming Education for Girls in Nigeria and Tanzania (TEGINT) project partnership, in particular by Maarifa ni Ufunguo, ActionAid Tanzania, the Institute of Education and Professor Ophelia Mascarenhas, who led the endline research and is the author of the full endline research report (unpublished).

This research summary report was compiled and edited by Louise Wetheridge, TEGINT International Project Manager, in November 2012 from the full report authored by Professor Mascarenhas. 

The TEGINT project began in January 2008 and ended in December 2012.  The project intended to achieve a transformation in the education of girls in Nigeria and Tanzania, enabling them to enrol and succeed in school by addressing key challenges and obstacles that hinder their participation in education and increase their vulnerability to HIV and AIDS. Research was an integral part, contributing to deepening understanding and responsiveness to key issues for girls’ education in Tanzania, Nigeria and internationally, advancing the project’s implementation and influencing advocacy initiatives.

The themes covered by this research report, including girls’ empowerment and attainment, teacher engagement, school management and school levies, remind us of the critical importance of paying attention to perpetual gender gaps and learning from the rich experiences of girls’ education projects such as from TEGINT.

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Revamp In The Tanzania Education Sector

In an increasingly interconnected world, education policies may emphasize the development of global competence, including intercultural understanding, language proficiency, and awareness of global issues. This could involve integrating global perspectives into the curriculum, promoting international exchange programs, and providing professional development for educators in the sector.

The 2023 Education and Training Policy took three years to develop, and the review with more focus on the Education and Training Policy of 2014, this was revealed by Atupele Mwambene, Director of Policy and Planning at the Ministry of Education, Science and Technology during the Policy Forum Xspaces Policy Dialogue.

The 2023 Education and Training Policy has placed greater emphasis on developing skills that are relevant to the changing job market, such as critical thinking, problem-solving, communication, and digital literacy.

The Director of Policy further highlighted changes in curriculum design, assessment methods, and professional development for teachers by stating the areas revised in the new education policy include teacher’s education, higher learning education, skills-based curricula, and research.

Furthermore, Martha Makala, the Acting National Coordinator at TENMET, highlighted that the education policy has emphasized addressing inequities in access to quality education. The aim is to ensure that every student, irrespective of their background or situation, has the chance to thrive. This endeavour may include measures to mitigate funding gaps, enhance assistance for marginalized communities, and advocate for inclusive teaching methods. Makala emphasized that education initiatives have reached 99.7% of wards nationwide, focusing on teacher training to enhance the implementation of the new curriculum.

Nonetheless, the integration of technology into teaching and learning processes is key.   Charles Mwambene, the Data Manager at Shule Direct, emphasized that technology has facilitated access to educational content for students who lack textbooks in schools.

He further elaborated that there should be initiatives to provide better access to digital resources, training for educators on using technology effectively, and policies to ensure equitable access to technology for all students.

The Director of Policy underscored that the enhanced new Education Curriculum addresses the issue of students repeatedly covering the same material, thereby enhancing efficiency. The selection of specific classes to implement the new Education Curriculum is grounded in research findings and aligns with sectoral objectives. Notably, sixth-grade students will undergo assessments instead of exams to attain certificates, departing from previous practices.

Significantly, Ms. Makala emphasized that despite the initiatives done by the government to promote the policy, the community still lacks an understanding of the revised education policy and stating a need to continue educating the community to dispel misconceptions.

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Education in Tanzania facing challenges and progress

By Meryem Karma – Art in Tanzania intern

Art in Tanzania  Village Education Program

Tanzania is a country in East Africa with over 60 million people. Like many countries in the region, it faces significant challenges in providing quality education to all.

Education in Tanzania is an important issue that has received increased attention over the past few years. However, while the country has made significant progress in expanding access to education in recent decades, there are still significant challenges to ensuring that all children have access to quality education.One of the critical challenges facing Tanzania’s education system is the shortage of qualified teachers, particularly in rural areas. 

The lack of teachers has led to a situation where many children are taught by untrained or underqualified teachers, which can significantly impact the quality of education they receive. The government has been working to address this issue by increasing the number of trained teachers and providing incentives for teachers to work in rural areas.

Another challenge facing the education system in Tanzania is the lack of resources, particularly in rural areas. Many schools do not have adequate facilities, such as classrooms, textbooks, and other learning materials, making it difficult for children to learn effectively. The government has been working to address this issue by investing in infrastructure and providing resources to schools in rural areas.

Despite these challenges, Tanzania has made significant progress in expanding access to education in recent years. The country has achieved near-universal primary school enrollment, and the number of children enrolled in secondary school has also increased significantly. The government has also been working to improve the quality of education by introducing new curricula and assessments designed to better prepare students for the workforce.

Several non-governmental organizations (NGOs) are also working to improve education in Tanzania. These organizations are focused on a range of issues, from improving access to education to providing resources and training to teachers. In addition, some NGOs are also working to address broader issues, such as poverty and gender inequality, which can significantly impact children’s ability to access and benefit from education.

In conclusion, education in Tanzania is a complex issue that requires a multifaceted approach. While the country has made significant progress in expanding access to education, there are still significant challenges to ensuring that all children have access to quality education. Therefore, the government, NGOs, and other stakeholders must continue to work together to address these challenges and ensure that all children have the opportunity to reach their full potential.

Coulson, A. (2013). Tanzania: A Political Economy (Second edition, Vol.). Oxford University Press.

Ito, K., Madeni, F. E., & Shimpuku, Y. (2022). Secondary school students and peer educators’ perceptions of adolescent education in rural Tanzania: A qualitative study. Reproductive Health, 19(1), 1-14. https://doi.org/10.1186/s12978-022-01418-6

Lugalla, L. P., & Ngwaru, M. (2019). Education in Tanzania in the Era of Globalization: Challenges and Opportunities. Mkuki Na Nyota Publishers.

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Ceep report warns public, media on expertise of think tanks.

By Catherine Winkler

Wednesday, April 17, 2024

As policymakers and members of the media become more reliant on thought leaders and other opinion-shapers of public policy, a new report from the Center for Evaluation and Education Policy cautions that some of the most influential figures at research organizations have little to no expertise or training on the issues they speak on.

The report, “ Edu-Thinker Influence and Expertise Rankings 2024 ,” ranks think tanks, and individuals working at them, on two measures: their influence and education policy, and their level of expertise. In total, the project examined 30 different think tanks or advocacy organizations and 162 specialists at those organizations. What’s interesting, CEEP Director Christopher Lubienski points out, is that a number of the most influential organizations and individuals really have no knowledge in the areas they’re speaking about.

“ Some highly qualified researchers and organizations have very little influence. So the implication is that policy makers, and the media need to be more careful and vet the expertise of those who are giving them advice,” Lubienski said. “ Just as we shouldn’t trust the advice of quacks and conspiracy theorists when it comes to our medical care, we also shouldn’t listen to people who have nothing more than an opinion or an ideological agenda when it comes to educating our children.”

While it’s not a guarantee, Lubienski advised that starting with university-based experts and centers, rather than industry-funded think tanks, consultants, and advisers, is more likely to get objective, fact-based analyses.

“Our data show that think tanks often hire people for their media acumen rather than their expertise, and they are funded by special interests who want to advance a particular agenda,” he said. “Look for people with actual expertise: advanced degrees and research experience on a particular topic.  And no matter what, be familiar with who is funding the experts, and — if possible —how much operational autonomy those experts have from those funders.”

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What’s it like to be a teacher in america today, public k-12 teachers are stressed about their jobs and few are optimistic about the future of education; many say poverty, absenteeism and mental health are major problems at their school.

Pew Research Center conducted this study to better understand the views and experiences of public K-12 school teachers. The analysis in this report is based on an online survey of 2,531 U.S. public K-12 teachers conducted from Oct. 17 to Nov. 14, 2023. The teachers surveyed are members of RAND’s American Teacher Panel, a nationally representative panel of public K-12 school teachers recruited through MDR Education. Survey data is weighted to state and national teacher characteristics to account for differences in sampling and response to ensure they are representative of the target population.

Here are the questions used for this report , along with responses, and the survey methodology .

Low-poverty , medium-poverty and high-poverty schools are based on the percentage of students eligible for free and reduced-price lunch, as reported by the National Center for Education Statistics (less than 40%, 40%-59% and 60% or more, respectively).

Secondary schools include both middle schools and high schools.

All references to party affiliation include those who lean toward that party. Republicans include those who identify as Republicans and those who say they lean toward the Republican Party. Democrats include those who identify as Democrats and those who say they lean toward the Democratic Party.

Public K-12 schools in the United States face a host of challenges these days – from teacher shortages to the lingering effects of COVID-19 learning loss to political battles over curriculum .

In the midst of all this, teachers express low levels of satisfaction with their jobs. In fact, they’re much less satisfied than U.S. workers overall.

Here’s how public K-12 teachers are feeling about their jobs:

• 77% say their job is frequently stressful.
• 68% say it’s overwhelming.
• 70% say their school is understaffed.
• 52% say they would not advise a young person starting out today to become a teacher.

When it comes to how their students are doing in school, teachers are relatively downbeat about both academic performance and behavior.

Here’s how public K-12 teachers rate academic performance and behavior at their school:

• 48% say the academic performance of most students at their school is fair or poor. A third say it’s good, and only 17% describe it as excellent or very good.
• 49% say the behavior of most students at their school is fair or poor; 35% say it’s good and 13% say it’s excellent or very good.

The COVID-19 pandemic likely compounded these issues. About eight-in-ten teachers (among those who have been teaching for at least a year) say the lasting impact of the pandemic on students’ behavior, academic performance and emotional well-being has been very or somewhat negative.

Assessments of student performance and behavior differ widely by school poverty level. 1 Teachers in high-poverty schools have a much more negative outlook. But feelings of stress and dissatisfaction among teachers are fairly universal, regardless of where they teach.

Related: What Public K-12 Teachers Want Americans To Know About Teaching

As they navigate these challenges, teachers don’t feel they’re getting the support or reinforcement they need from parents.

Majorities of teachers say parents are doing too little when it comes to holding their children accountable if they misbehave in school, helping them with their schoolwork and ensuring their attendance.

Teachers in high- and medium-poverty schools are more likely than those in low-poverty schools to say parents are doing too little in each of these areas.

These findings are based on a survey of 2,531 U.S. public K-12 teachers conducted Oct. 17-Nov. 14, 2023, using the RAND American Teacher Panel. 2 The survey looks at the following aspects of teachers’ experiences:

• Teachers’ job satisfaction (Chapter 1)
• How teachers manage their workload (Chapter 2)
• Problems students are facing at public K-12 schools (Chapter 3)
• Challenges in the classroom (Chapter 4)
• Teachers’ views of parent involvement (Chapter 5)
• Teachers’ views on the state of public K-12 education (Chapter 6)

Problems students are facing

We asked teachers about some of the challenges students at their school are facing. Three problems topped the list:

• Poverty (53% say this is a major problem among students who attend their school)
• Chronic absenteeism (49%)
• Anxiety and depression (48%)

Chronic absenteeism (that is, students missing a substantial number of school days) is a particular challenge at high schools, with 61% of high school teachers saying this is a major problem where they teach. By comparison, 46% of middle school teachers and 43% of elementary school teachers say the same.

Anxiety and depression are viewed as a more serious problem at the secondary school level: 69% of high school teachers and 57% of middle school teachers say this is a major problem among their students, compared with 29% of elementary school teachers.

Fewer teachers (20%) view bullying as a major problem at their school, though the share is significantly higher among middle school teachers (34%).

A look inside the classroom

We also asked teachers how things are going in their classroom and specifically about some of the issues that may get in the way of teaching.

• 47% of teachers say students showing little or no interest in learning is a major problem in their classroom. The share rises to 58% among high school teachers.
• 33% say students being distracted by their cellphones is a major problem. This is particularly an issue for high school teachers, with 72% saying this is a major problem.
• About one-in-five teachers say students getting up and walking around when they’re not supposed to and being disrespectful toward them (21% each) are major problems. Teachers in elementary and middle schools are more likely than those in high schools to see these as challenges.

A majority of teachers (68%) say they’ve experienced verbal abuse from a student – such as being yelled at or threatened. Some 21% say this happens at least a few times a month.

Physical violence is less common. Even so, 40% of teachers say a student has been violent toward them , with 9% saying this happens at least a few times a month.

About two-thirds of teachers (66%) say that the current discipline practices at their school are very or somewhat mild. Only 2% say the discipline practices at their school are very or somewhat harsh, while 31% say they are neither harsh nor mild. Most teachers (67%) say teachers themselves don’t have enough influence in determining discipline practices at their school.

Behavioral issues and mental health challenges

In addition to their teaching duties, a majority of teachers (58%) say they have to address behavioral issues in their classroom every day. About three-in-ten teachers (28%) say they have to help students with mental health challenges daily.

In each of these areas, elementary and middle school teachers are more likely than those at the high school level to say they do these things on a daily basis.

And teachers in high-poverty schools are more likely than those in medium- and low-poverty schools to say they deal with these issues each day.

Cellphone policies and enforcement

Most teachers (82%) say their school or district has policies regarding cellphone use in the classroom.

Of those, 56% say these policies are at least somewhat easy to enforce, 30% say they’re difficult to enforce, and 14% say they’re neither easy nor difficult to enforce.

Experiences with cellphone policies vary widely across school levels. High school teachers (60%) are much more likely than middle school (30%) and elementary school teachers (12%) to say the policies are difficult to enforce (among those who say their school or district has a cellphone policy).

How teachers are experiencing their jobs

Thinking about the various aspects of their jobs, teachers are most satisfied with their relationship with other teachers at their school (71% are extremely or very satisfied).

They’re least satisfied with how much they’re paid – only 15% are extremely or very satisfied with their pay, while 51% are not too or not at all satisfied.

Among teachers who don’t plan to retire or stop working this year, 29% say it’s at least somewhat likely they will look for a new job in the 2023-24 school year. Within that group, 40% say they would look for a job outside of education, 29% say they’d seek a non-teaching job in education, and only 18% say they’d look for a teaching job at another public K-12 school.

Do teachers find their work fulfilling and enjoyable?

Overall, 56% of teachers say they find their job to be fulfilling extremely often or often; 53% say their job is enjoyable. These are significantly lower than the shares who say their job is frequently stressful (77%) or overwhelming (68%).

Positive experiences are more common among newer teachers. Two-thirds of those who’ve been teaching less than six years say their work is fulfilling extremely often or often, and 62% of this group says their work is frequently enjoyable.

Teachers with longer tenures are somewhat less likely to feel this way. For example, 48% of those who’ve been teaching for six to 10 years say their work is frequently enjoyable.

Balancing the workload

Most teachers (84%) say there’s not enough time during their regular work hours to do tasks like grading, lesson planning, paperwork and answering work emails.

Among those who feel this way, 81% say simply having too much work is a major reason.

Many also point to having to spend time helping students outside the classroom, performing non-teaching duties like lunch duty, and covering other teachers’ classrooms as at least minor reasons they don’t have enough time to get all their work done.

A majority of teachers (54%) say it’s very or somewhat difficult for them to balance work and their personal life. About one-in-four (26%) say it’s very or somewhat easy for them to balance these things, and 20% say it’s neither easy nor difficult.

Among teachers, women are more likely than men to say work-life balance is difficult for them (57% vs. 43%). Women teachers are also more likely to say they often find their job stressful or overwhelming.

How teachers view the education system

A large majority of teachers (82%) say the overall state of public K-12 education has gotten worse in the past five years.

And very few are optimistic about the next five years: Only 20% of teachers say public K-12 education will be a lot or somewhat better five years from now. A narrow majority (53%) say it will be worse.

Among teachers who think things have gotten worse in recent years, majorities say the current political climate (60%) and the lasting effects of the COVID-19 pandemic (57%) are major reasons. A sizable share (46%) also point to changes in the availability of funding and resources.

Related:  About half of Americans say public K-12 education is going in the wrong direction

Which political party do teachers trust more to deal with educational challenges?

On balance, more teachers say they trust the Democratic Party than say they trust the Republican Party to do a better job handling key issues facing the K-12 education system. But three-in-ten or more across the following issues say they don’t trust either party:

• Shaping school curriculum (42% say they trust neither party)
• Ensuring teachers have adequate pay and benefits (35%)
• Making schools safer (35%)
• Ensuring adequate funding for schools (33%)
• Ensuring all students have equal access to high-quality K-12 education (31%)

A majority of public K-12 teachers (58%) identify or lean toward the Democratic Party. This is higher than the share among the general public (47%).

• Poverty levels are based on the percentage of students in the school who are eligible for free and reduced-price lunch. ↩
• For details, refer to the Methodology section of the report. ↩
• Urban, suburban and rural schools are based on the location of the school as reported by the National Center for Education Statistics (rural includes town). Definitions match those used by the U.S. Census Bureau. ↩

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Table of contents, ‘back to school’ means anytime from late july to after labor day, depending on where in the u.s. you live, among many u.s. children, reading for fun has become less common, federal data shows, most european students learn english in school, for u.s. teens today, summer means more schooling and less leisure time than in the past, about one-in-six u.s. teachers work second jobs – and not just in the summer, most popular.

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Menstrual health and hygiene among school girls in tanzania, a 2021 research report about menstrual health and hygiene among school girls in tanzania.

This report presents the findings of the 2021 Menstrual Health and Hygiene (MHH) study among schoolgirls in Tanzania. The research was implemented through a multi-sectoral collaboration of the National Institute for Medical Research (NIMR), Public Health Laboratory Ivo de Carneri (PHL-IdC) Zanzibar, and the President’s Office – Regional Administration and Local Government (PO-RALG). And in collaboration with the Ministry of Health, the Ministry of Education, Science and Technology (MoEST), UNICEF, MHH Coalition of Tanzania, and other partners. The 2021 MHH study is the first comprehensive, nationally representative survey that provides information about the MHH situation among schoolgirls in Tanzania, Mainland and Zanzibar. The report shows the challenges they face and offers appropriate sectoral recommendations on how these hurdles contribute to improving overall health and education outcomes in the country.

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