School dropout crisis: Here’s what is driving students away

Despite a slight decrease in the overall numbers in 2023, the school dropout rate remains a critical concern.

The 2024 Basic Education Statistics in Tanzania (BEST) report reveals that 306,113 students left school in 2023, down from 327,900 the previous year. Although this reduction is notable, the figure still reflects a persistent and alarming trend that demands urgent action.

An analysis of dropout statistics shows a notable shift in trends between 2022 and 2023. Primary school dropouts decreased by 18.19 percent, with the number dropping from 193,605 in 2022 to 158,372 in 2023. In contrast, secondary school dropouts experienced a 10.01 percent increase, rising from 134,295 in 2022 to 147,741 in 2023.

Despite the overall decrease, the report highlights persistent vulnerabilities in certain grades. Notably, students in Grade Four, Form One, and Form Two accounted for 55.6 percent of all dropouts in 2023. This concentration of dropouts in these key grades highlights ongoing challenges within the educational system that require urgent attention.

According to experts, poverty remains the primary factor behind the high dropout rates. Many students come from economically disadvantaged families, and the pressures of contributing to household income often outweigh the perceived benefits of staying in school.

Richard Mabala, an experienced educator, explains that some students leave school because they see it as irrelevant to their immediate needs and instead choose to engage in income-generating activities to support their families.

“Despite the government's initiative of free basic education, which eliminates tuition fees, families still bear the cost of uniforms, books, and transport. For some, these expenses are too much, leading to absenteeism and eventually dropping out altogether,” he says.

An economist at the University of Dar es Salaam, Oscar Mkude, concurs. Mkude says, "It’s not just about eliminating school fees. Families still struggle with the indirect costs of education. This is where more support is needed."

Mr Mkude suggests that the government and stakeholders should provide more robust support to low-income families through programmes like the Tanzania Social Action Fund (TASAF).

He recommends engaging private sector entities to contribute to these efforts, potentially amplifying the impact of existing social welfare programmes.

Inadequate preparation for secondary school is another significant issue. Many students struggle with the sudden shift in the medium of instruction from Swahili to English, especially those from rural or under-resourced schools.

The government recognised this challenge and launched a programme to help Form One students improve their English language skills in 2022.

The programme, spanning from January to May, has reportedly improved language proficiency among students, but experts say that more needs to be done to prepare the students academically and psychologically for the rigours of secondary education.

"Many students struggle with the transition to secondary school. We need to do more to prepare them, both academically and psychologically," notes an education researcher from the Open University of Tanzania, Muhanyi Nkoronko.

Mr Nkoronko emphasises that preparing students for secondary school involves more than just language skills; it also requires ensuring they are ready for the academic and social challenges ahead.

The social environment also plays a crucial role in dropout rates. Factors such as school-related violence, including bullying and conflicts between teachers and students, have been identified as key reasons why some students choose to leave.

Mr Mabala notes that the school environment can be harsh, and some students are unable to cope with the pressure, especially if they face bullying or other forms of violence. He emphasises the need to create a safe and supportive school environment where students feel valued and protected.

“This requires training for teachers on positive discipline and the establishment of robust anti-bullying policies,” he shares.

The distance between students' homes and schools also poses a significant challenge. Many students travel long distances on foot or by unreliable public transport, exposing them to various risks. The lack of safe and accessible transportation options discourages regular attendance, leading some students to eventually drop out.

"For many students, especially girls, the journey to school is fraught with risks. We need to address this to keep them in school," says Mabala.

Parental involvement, or the lack thereof, is another critical factor. Many parents are not actively engaged in their children's education, argues Nkoronko.

“They focus on whether the child attends school rather than their academic progress or emotional well-being. This disengagement can lead to students feeling unsupported and undervalued, further diminishing their motivation to continue with their education.”

HakiElimu executive director, Dr John Kalage, echoes the need for systemic changes to address the dropout crisis. He emphasises the importance of making schools more inclusive and supportive for all students, regardless of their socio-economic background.

"Schools must be places where all students feel they belong. This is crucial for reducing dropout rates."

Dr Kalage calls for more government accountability in ensuring that educational policies are effectively implemented at the grassroots level.

Headmasters from various schools also voiced their concerns.

The headmaster of Kasoma Secondary School in Mara Region, Mr Mishaeli Odero, acknowledges that the issue is widespread across schools. For instance, around 12 students dropped out of his school last year alone.

Mr Odero highlights the importance of continuous teacher training and curriculum updates to keep education relevant and engaging for students. "Teachers need ongoing support and training. This is essential for maintaining student interest and preventing dropouts."

Mr Henry Gabriel, the headmaster of Ngudu Secondary School in Mwanza, emphasises the importance of community involvement in supporting education, particularly in providing resources and addressing the challenges that lead to student dropouts.

Dr Kalage concurs, saying that schools and communities should work together to encourage greater parental involvement in education. This, he says, could include regular parent-teacher meetings, workshops on the importance of education, and initiatives that help parents support their children’s learning at home.

Addressing the dropout crisis requires a multi-faceted approach involving government intervention, community support, and educational reforms.

Expanding programmes like TASAF to provide more comprehensive support to low-income families can reduce the economic pressures that force students out of school.

"Economic support can make a significant difference. When families are relieved of financial stress, students are more likely to stay in school," says Mkude, the economist at the University of Dar es Salaam.

Improving the safety and accessibility of schools, particularly for girls, is also essential. This could involve providing school buses, improving public transportation routes, and implementing measures to protect students from harassment or violence during their commute.

"We must prioritise the safety of students," insists Mabala. "If students feel unsafe, they are less likely to attend school regularly," he adds.

Finally, schools must adopt zero-tolerance policies for bullying and violence. Training teachers on positive behaviour management and establishing clear reporting and intervention protocols can help create a safer and more supportive learning environment.

"Creating a positive school environment is essential for student retention. We need to address any form of violence that drives students away," Mabala says.