Assessing Factors Accelerating Gender Inequality in Tanzania Education System: Mien of Imperative Government Policy for Development

Bertha Wilfred Bisanda, Wan Ming


The gender inequality is a very concerning issue in our current society, culture, and communities affecting many developing nations. This goes against the first article of The Declaration of Human Rights; all human species have the liberty and equal rights in dignity to education.  The aim of this research is born to examine and explore accelerators of gender inequality education of Tanzania and strategic government policy on higher education.  The study uses inductive qualitative and from relevant documents collections using interviews through Likert scale questionnaires. The target populations of 350 from four selected universities of Tanzania, educationist, and community members. Demographically, represented male 303 is 86.6%, and female served 47 of 13.7%, using the SPSS v. 23 for the analysis. Findings reveal on gender inequality, effects on management strategies all correlated to women empowerment. However, government policy strategic was predictively significant to the entire study. The study found that responsibilities distributed on gender biases base on culture, poverty, ignorance, must to inept by strategic government policy in Tanzanian education.

Keywords: Acceleration, Gender Inequality, Education, Government Policy, Tanzania, Development.

DOI: 10.7176/PPAR/9-5-05

Publication date:May 31st 2019


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ISSN (Paper)2224-5731 ISSN (Online)2225-0972

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