The significance of student voice: female students’ interpretations of failure in Tanzanian secondary education
In Tanzania, the national examinations are used as the primary tools for selection and transition from lower to upper secondary education. Female students are more likely to fail in the national exams and to drop out from education. This article examines the perspectives of female students
concerning their advancement in secondary education. Two sets of qualitative data, responses to a research questionnaire from 100 female lower secondary school students and follow-up interviews with seven mature students enrolled in a non-formal school who had failed in the national examinations,
were analysed to identify critical issues influencing the educational advancement of female students in an urban context of Dar es Salaam. Finally, the connections between students' perspectives and the national secondary education development plan are examined. The aim is to highlight how
student voice can contribute to transform secondary education and achieve the equality and equity targets.
Keywords: Sub-Saharan Africa; Tanzania; dialogic educational development; gender equality; secondary education; student voice
Document Type: Research Article
Affiliations: 1: Department of Teacher Education, University of Helsinki, P.O. Box 8, Helsinki, 00014, Finland 2: Faculty of Education, University of Jyväskylä, P.O. Box 35, Jyväskylä, 00014, Finland
Publication date: 07 June 2014
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