Reflection on the Policy-to-Practice Implementation of the Re-Entry Guidelines and Their Impact on Primary and Secondary drop-out Adolescent Girls’ Secondary Education Re-Enrolment Rates in Temeke Municipality, Dar es Salaam-Tanzania

Abstract

The study was on Temeke Municipality's dropout secondary school adolescent girls' re-enrolment rates and the impact of the re-entry guidelines. In Temeke Municipality, Dar es Salaam Region Tanzania, this study evaluated the implementation of re-entry guidelines for adolescent girls in Primary and secondary schools, with a view to reviewing institutional hurdles, stakeholder views, and school-based support. The re-entry policy allowed girls who had dropped out due to pregnancy to return to school after delivery and continue with studies. A mixed-methods strategy was used in the study, which involved surveying 32 school dropout adolescents’ female students, interviewing 7 teachers, and reviewing 7 school records. The results indicated that adolescent girls have a high level of student policy awareness (91%) had received substantial institutional support (69%) and good counselling service (86%). Critical retention issues, as shown by a high re-dropout rate (41%), have jeopardized the policy's effectiveness. Re-entry girls cited childcare (19%), stigma (17%) and emotional stress (17%) as the biggest obstacles. The most frequently reported institutional barrier was financial hardship (26%); lack of formal records of assistance services provided (57%). The study came to the conclusion that although the circular and guidelines were good at promoting initial re-enrolment, the lack of required sponsored help for childcare and financial needs made the policy guideline ineffective as a retention strategy. The establishment of mandatory, publicly financed childcare and counselling facilities, and focused financial assistance to the re-entry students were among the suggestions made to ensure re-entry girls’ continued their normal academic development.