A Paradox in the Accessibility of Basic Education Among Minority Pastoralist Communities in Tanzania

Abstract

This paper highlights key barriers to the accessibility of basic education among pastoralist communities in Tanzania. It addresses the existing policy requirements in provision of basic education and the mismatch with actual practices which create a dilemma as far as learning for children in pastoralist communities is concerned. A number of factors have been addressed, which include inappropriate cultural values among parents in pastoralist communities as well as other systemic factors. Pupils’ dropout, conflicts, the long distance to school and inappropriate learning environments have been mentioned as some of the inhibitive factors influencing inequalities in accessing basic education in pastoralist communities in Tanzania. Overall, this paper interrogates the existing paradox between policy statements and the actual strategies for providing basic education among vulnerable minority pastoralist pupils. This article recommends deliberate investment and prioritisation of the learning agenda for minority children in pastoralist communities. Specific emphasis should be placed on the utilisation of technology by establishing mobile digital learning solutions to cater for the learning needs of children in these communities.