The Impacts of Cultural Practices on Children’s Access to Formal Education in Tanzania: A Case of Sukuma Community in Meatu District, Tanzania

The study investigated the effects of Sukuma cultural practices on children's access to formal education in Meatu District. Specifically, the study investigated the effect of Sukuma traditional ceremonies (Mbina) on children access to formal education. The study adopted an interpretivism paradigm as its philosophical stance as well as the ethnographic research design that formed the framework within which the study was conducted. The study involved a sample of 28 participants constituting District Education Officer, parents, heads teachers, and primary school pupils. Data were collected through interviews, focus group discussions, participant observation, and documentary review. The main findings revealed that the involvement of children in Sukuma traditional ceremonies (Mbina) have impact on children's access to formal education. On the basis of the findings, the study recommends that the involvement of children in Sukuma traditional ceremonies and other cultural practices with negative impacts to children's education should be abolished or should not interfere with children's access to education. Moreover, efforts should be done by the government through public campaigns to encourage parents to stop cultural practices which interfere with children's access to formal education by doing the following: First, laws protecting children should be enforced to ensure that all children of school age are enrolled and complete education cycle. Secondly, school timetable should include sports and games that can give children a chance to participate and show their talents while they are at school. Finally, the study recommends that campaigns against early marriages and early pregnancy should be emphasized in order to fight against school dropout, absenteeism, and poor performance.