Community-based monitoring of truancy in public primary schools in Tanzania: Insights from Enduleni Ward, Ngorongoro District, Arusha

Abstract

The government of Tanzania, in ensuring every child attains primary education, introduced free primary education programs. But truancy has been a challenge in some communities. Engaging the communities in monitoring education service delivery improves understanding of the local people about the problem, and creates more viable solutions, fosters a sense of ownership, and maximizes learning opportunities for all children. This article explores mechanisms to create awareness of community-based monitoring of truancy, ways of engaging community members in monitoring truancy and examines the challenges of community-based monitoring of truancy in public primary schools. The study adopted a qualitative case study design guided by social accountability theory and participatory governance theory. The target population comprised education stakeholders and community leaders involved in primary education, attendance monitoring and responses to truancy in Enduleni Ward, Ngorongoro District, Arusha, Tanzania. Fifteen key informants were conducted include: three heads of schools, ten teachers, one village chairperson and one community development officer, were selected through purposive sampling. Data were collected through key informant interviews and analysed using qualitative content analysis, with codes grouped into categories and themes aligned with the study objectives. The findings show that village and school meetings, informal discussions and customary meetings are the mechanisms used to create awareness of community-based monitoring of truancy. The ways of engaging community members in monitoring truancy include: parent-teacher consultations, parent meetings, personal visit by parents and students’ academic reports. Challenges such as poverty, child labour, the existence wild animals, negative attitude towards education, teenage pregnancies, child marriage and a strong patriarchal system were reported. Therefore, information should be provided on community-based monitoring methods through trainings and seminars from different educational stakeholders including teachers, non-governmental organisations, faith-based organisations and local government authorities.