African Postcolonial Studies | 23 January 2008
Gender-Responsive Curriculum Design for Dropout Reduction in Tanzanian Girls' Secondary Education: A Contextual Approach
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Abstract
In Tanzania, dropout rates among girls in secondary education remain high, despite efforts to improve educational access and quality. A mixed-methods approach combining qualitative interviews with focus groups to understand girls' experiences and needs, and quantitative data on existing dropout patterns. Girls reported significant interest in subjects like mathematics and science when taught through culturally relevant examples; a strategy that increased perceived relevance by 40%. The curriculum redesign successfully reduced dropout rates by 25%, with girls' confidence in their academic abilities rising by an average of 18 percentage points. Implement the redesigned curriculum widely, monitor its impact over time, and continue to engage with stakeholders for ongoing adaptation and improvement. gender-responsive education, Tanzania, dropout reduction, secondary education