This study critically examines Tanzania's re-entry programme for teenage mothers through a critical theory lens, arguing that formal policy inclusion masks continued structural marginalization.
This report highlights the 2024 achievements of the O3 PLUS programme, implemented in six Eastern and Southern African (ESA) countries: Kenya, Namibia, Tanzania, Uganda, Zambia, and Zimbabwe.
The purpose of this study was to understand how the Connect with Respect (CwR) programme is implemented in different countries and different contexts by examining the specific cases of Malawi, Tanzania, and Zambia.
This study explored teenage mothers' narratives on challenges and resilience in alternative secondary education pathways (ASEP).
CAMFED’s Learner Guide Programme aims to support girls in secondary school to strengthen self-development and foundational learning skills, thus encouraging them to stay in school and improve their learning outcomes.
Despite recent policy reforms, such as Education Circular No. 2 of 2021 and the Secondary Education Quality Improvement Programme (SEQUIP) initiative, aimed at facilitating school re-entry, adolescent mothers continue to face considerable emotional, financial, and institutional challenges.
The main objective of the study was to determine MHH situation among schoolgirls in Tanzania Mainland and Zanzibar and ascertain the challenges they face.
The goal of this research project was to provide up-to-date and comprehensive information on the status of MHH among school girls across Tanzania’s primary and secondary schools.
This study investigated the existing educational initiatives for supporting out of schoolgirls and teenage mothers (OOSGTs) in Tanzania Mainland.
This report, written by a consultant in consultation with Y+ and the Youth Advisory Group is a culmination of feedback from young people, collected as part of the following activities: a pre-training questionnaire which focused on the context in both countries and young people’s experiences of re