Policies for regulating initiation rites to enhance access of girls to education in southern Tanzania

Abstract

ABSTRACTThis article investigated cultural practices and the exclusion of girls from access to education in southern Tanzania using mixed methods. Primary data was collected using key informant interviews and focus group discussions. Purposive sampling was followed to sample 39 participants, including primary school students, teachers, parents, initiation ritual trainers, and education officers. The research found that the age of initiation rites changed from 12 to 18 years to 5 to10 years. Although the age for participation in initiation rituals was reduced, training content remained the same. Training content focused on preparing the passage from childhood to adulthood, focusing on sexuality and marriage. Initiation rituals resulted in girls as early as five years old being detracted from classroom instructions. The research recommends two sets of training related to initiation rites: that the first training be conducted before puberty for girls to navigate adolescence, fine-tuning the contents to focus on menstrual hygiene management and self-efficacy, while discouraging early engagement in sexual conduct; Second, that another training be conducted at age eighteen, or just before marriage, to prepare girls for family life. Finally, the research recommends policy action to set a minimum age for participation in initiation rites.