From policy to practice: Inclusion, exclusion, and the gendered realities of school re-entry programme for teenage mothers in Tanzania
This study explored teenage mothers' narratives on challenges and resilience in alternative secondary education pathways (ASEP). ASEP refers to flexible secondary-level education arrangements delivered through dedicated centres that offer modular and non-formal pathways for learners who are una...
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| Format: | Article |
| Language: | en_US |
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INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH
2026
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| Online Access: | https://scholar.mzumbe.ac.tz/handle/123456789/2048 |
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| author | Nalailaa, Stephano Massawe, Hanifa |
| author_facet | Nalailaa, Stephano Massawe, Hanifa |
| author_sort | Nalailaa, Stephano |
| collection | DSpace |
| description | This study explored teenage mothers' narratives on challenges and resilience in alternative secondary education pathways (ASEP). ASEP refers to flexible secondary-level education arrangements delivered through dedicated centres that offer modular and non-formal pathways for learners who are unable to attend mainstream schools, including teenage mothers. The study employed a qualitative perspective, integrating attachment, identity, self-efficacy, and critical race theory. It involved seventy (70) teenage mothers from purposively selected ASEP centres in Morogoro, Mwanza, Mara and Singida, using interviews, questionnaires and documentary reviews. The study revealed that most teenage mothers felt that parenthood strengthened their schooling commitment but faced stigma and self-doubt due to parenting duties. Some legal and systemic barriers limit educational participation, predicting further exclusion from sustainable economic growth. Recommendations push for flexible schedules, modular curricula, and alternative learning pathways to accommodate teenage mothers' parenting responsibilities, and data-driven frameworks for monitoring ASEP's. |
| format | Article |
| id | ir-:123456789-2048 |
| institution | Mzumbe University |
| language | en_US |
| publishDate | 2026 |
| publisher | INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH |
| record_format | dspace |
| spelling | ir-:123456789-20482026-06-24T18:48:53Z From policy to practice: Inclusion, exclusion, and the gendered realities of school re-entry programme for teenage mothers in Tanzania Nalailaa, Stephano Massawe, Hanifa Teenage mothers Alternative Secondary Education Pathways Critical race theory Morogoro Mwanza Mara Singida School re-entry program – Tanzania Education and Training Policy of 2014 National Re-Entry Guidelines This study explored teenage mothers' narratives on challenges and resilience in alternative secondary education pathways (ASEP). ASEP refers to flexible secondary-level education arrangements delivered through dedicated centres that offer modular and non-formal pathways for learners who are unable to attend mainstream schools, including teenage mothers. The study employed a qualitative perspective, integrating attachment, identity, self-efficacy, and critical race theory. It involved seventy (70) teenage mothers from purposively selected ASEP centres in Morogoro, Mwanza, Mara and Singida, using interviews, questionnaires and documentary reviews. The study revealed that most teenage mothers felt that parenthood strengthened their schooling commitment but faced stigma and self-doubt due to parenting duties. Some legal and systemic barriers limit educational participation, predicting further exclusion from sustainable economic growth. Recommendations push for flexible schedules, modular curricula, and alternative learning pathways to accommodate teenage mothers' parenting responsibilities, and data-driven frameworks for monitoring ASEP's. Private 2026-06-03T08:28:24Z 2026 Article APA 2614426 https://scholar.mzumbe.ac.tz/handle/123456789/2048 en_US application/pdf INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH |
| spellingShingle | Teenage mothers Alternative Secondary Education Pathways Critical race theory Morogoro Mwanza Mara Singida School re-entry program – Tanzania Education and Training Policy of 2014 National Re-Entry Guidelines Nalailaa, Stephano Massawe, Hanifa From policy to practice: Inclusion, exclusion, and the gendered realities of school re-entry programme for teenage mothers in Tanzania |
| title | From policy to practice: Inclusion, exclusion, and the gendered realities of school re-entry programme for teenage mothers in Tanzania |
| title_full | From policy to practice: Inclusion, exclusion, and the gendered realities of school re-entry programme for teenage mothers in Tanzania |
| title_fullStr | From policy to practice: Inclusion, exclusion, and the gendered realities of school re-entry programme for teenage mothers in Tanzania |
| title_full_unstemmed | From policy to practice: Inclusion, exclusion, and the gendered realities of school re-entry programme for teenage mothers in Tanzania |
| title_short | From policy to practice: Inclusion, exclusion, and the gendered realities of school re-entry programme for teenage mothers in Tanzania |
| title_sort | from policy to practice inclusion exclusion and the gendered realities of school re entry programme for teenage mothers in tanzania |
| topic | Teenage mothers Alternative Secondary Education Pathways Critical race theory Morogoro Mwanza Mara Singida School re-entry program – Tanzania Education and Training Policy of 2014 National Re-Entry Guidelines |
| url | https://scholar.mzumbe.ac.tz/handle/123456789/2048 |
| work_keys_str_mv | AT nalailaastephano frompolicytopracticeinclusionexclusionandthegenderedrealitiesofschoolreentryprogrammeforteenagemothersintanzania AT massawehanifa frompolicytopracticeinclusionexclusionandthegenderedrealitiesofschoolreentryprogrammeforteenagemothersintanzania |