An Investigation on the Problem of Early Marriage A Case Study at Masasi District Municipality.
STELLA MARIS MTWARA UNIVERSITY COLLEGE
(A
constituent College of Saint Augustine University of Tanzania)
FACULTY OF EDUCATION
An Investigation on the Problem of Early
Marriage A Case Study at Masasi District
Municipality.
By
LUCAS, Jane
STE/BAED/162934
A Research Report Submitted to the Faculty of
Education in Partial Fulfillment of the Requirements for the Award of Bachelor
Degree of Arts with Education at Stella Maris
University College
© Lucas, Jane, 2019
DECLARATION
I, LUCAS JANE,
declare that this research report is my own work and it has never been
submitted to any institution or university for any academic award. No part of this research report should be
reproduced without my permission or that of Stella Maris University College.
Name…………………………
Signature…………………………..
Date……………………………….
CERTIFICATION
The undersigned
certifies that has read and hereby recommends for Stella Maris Mtwara
University College. A research Report entitled: An investigation on the problem
of early marriage in a partial fulfillment of the requirements for the
Degree of Bachelor of Art with Education of Stella Maris Mtwara University
College.
……………………………
Madam Malamsha
Cecylia
(Supervisor)
Date………………………
COPYRIGHT
All
rights are reserved. No part of this research report may be produced, reduced,
or transmitted in any means, electronically, mechanically, recording or
photocopying without the permission from Stella Maris Mtwara University College (STEMMUCO).
DEDICATION
I would like to express my heartfelt
gratitude to my father Mr. Lucas Safari and my grandmother Mrs. Waziri for
their assistance of financial funds, materials, and prayers since my childhood
and the entire schooling time. Without forgetting my dear
lectures for their intellectual assistance, encouragement and material support,
may God bless you all.
ACKNOWLEDGEMENTS
I first and foremost wish to express my
profound gratitude to my Almighty God is the reason as to who I am today. My
special thanks to my supervisor Madam Malamshi for her support
since the conception of this idea up this point, almighty God bless her. I wish to extend to my special thanks my
lovely father, guardians, sisters and friends your love and care to me is
highly appreciated. Also thanks to all teachers for their immense cooperation
provided to make accomplishment of this study. Lastly, I would like to express my
appreciation to my fellow students especially my friends who cooperated with me
in one way or another, to me you are more than friends. God bless you.
ABSTACT
This
research report concerned with the investigation on the problem of early
marriage to the secondary school students at Masasi District as case study. The
objectives aimed to determine the causes of early marriage in secondary school
at Masasi district, to identify the
effects of early marriage in secondary schools and find the solution to be
taken so as to solve the problem of early marriage in secondary schools. The
targeted samples of this study were teachers, parents and students. The
researcher used research methodology so as to acquire accurate data from the
field. Data collected methods used were interview, observation and
questionnaires. In order to correct data, the researcher organizes data into
tables, as well as calculation so as to find out the frequency and percentage.
The research data were in analyzed through quantitative research for calculate on
and qualitative for more explanations. Thus the findings from the study were as
the following; on the first objective of the study needed a researcher to
identify the causes of early marriage in secondary schools which are poverty,
lack of education opportunity, lack of awareness, bad cultural practices and peer
pressure. Second objective require a researcher to investigate on the effects
of early marriage in secondary school which are drop out from school, inability
to plan or manage families, denial of basic rights and early pregnancies and
the third objective aimed at to find out on the possible solutions to be taken
to overcome the problem of early marriage in secondary school
TABLE OF CONTENTS
LIST OF TABLES
AIDS- Acquired Immune
Deficiency Syndrome
BI- Behavior
to Intention
CDF- Children’s’
Dignity Forum
HAM- Health Action
Model
HESLB- Higher Education
Students’ Loans Board
IPPF- International
Planned Parenthood
UNICEF- United Nations Children’s Fund
WHO- World Health Organization
CHAPTER ONE
1.0 Background
of the study
1.1
Introduction
This
chapter was involved with background of the study, statement of the problem;
objective of the study included general objective and specific objectives,
research questions, scope of the study and significance of the study.
1.2 Background
of the study
Early
marriage at very young age has been an ongoing debate among various
stakeholders. Early marriage is public
health issue as well as human right violation. Girls married at very young age is more likely to experience abuse and
sexual harassment. Child marriage jeopardize girls rights such s right to
education, because new brides are usually forced to drop out from school to
bear children and to provide household labor (Ingrid, 2009). In addition,
married girls have few social connection, restricted mobility; limited control
over resources and little or no power in their new household’s and are thus
especially vulnerable to domestic violence (UNICEF, 2001).
According
to International Planned Parenthood Federation-(IPPF, 2009) about 14 million
girls under the age of 18 married by the age of 18 and 1 in 9 girls married
before they reach the age of 15. In countries like Nigeria, Chad, Mali and the
central Africa Republic the rate of early marriage is 60 percent.
Child
brides are particularly prevalent in South Asia (46 percent) and in sub Saharan
Africa (38 percent) (Locoh, 2008). Early marriage is most common in places
where birth and death rates are high and the places where there are lower level
of overall development, including education, employment and health care,
especially in rural areas.
Those
most affected are the most vulnerable and powerless; they are young,
uneducated, poor and female and their voices are rarely heard. The effects of
early marriage are tremendous, (UNFPA, 2005). In Tanzania a survey conducted by
Children’s Dignity Forum (2008) acknowledged early marriage at Dar es salaam,
coast regions, Mara and Mwanza. In coastal regions, the tribes found are among
the ethnic groups in Tanzania where initiation practices for young girls are
still strong.
Therefore,
the main purpose was to investigate on the problem of early marriage in
secondary schools at Masasi district
1.3 Statement
of the problem
Getting
married at a young age it is not a new phenomenon in the society, especially
among the Masasi communities. The situation of early marriage seems to be a
trend and lifestyle among the young people. Various stakeholders such as
government institutions, teachers and some parents tried to play their roles so
as to solve this problem, but the situation is still continuing. So that to
consider on it the study is aimed at to investigate on the other causes that
led to early marriage in secondary school at Masasi district.
1.4 Objective
of the study
1.4.1 General
objectives
The
main objective was to investigate on the problem of early marriage in secondary
school at Masasi district.
1.4.2 Specific
objectives
i.
To determine the causes of early
marriage in secondary school at Masasi district
ii.
To identify the effects of early
marriage in secondary school at Masasi district.
iii.
To find the solution to be taken so as
to solve the problem of early marriage in secondary school at Masasi district
1.5 Research
questions
This
study was answered three questions as shown below
i.
What are the causes of early marriage in
secondary schools?
ii.
What are the effects of early marriage
in secondary schools?
iii.
What are the solutions to be taken so as
to solve the problem of early marriage?
1.6 Significance of the
study
The
study helped researcher to get more knowledge on all about the problem of early
marriage. The government and society in general they were able to know and
suggest possible solutions to this problem which hinder students. Also this research
could be more useful to government and various stakeholders by determine if the
number or rate of early marriage is increasing or decreasing. Also research
helps other researcher who will like to conduct the research on the same matter
then will help them to relate literature review.
1.7 Scope of the study
The study based on an investigation on the
problem of early marriage specifically at Masasi district. So as to determine
awareness and consciousness among students, teachers and
parents.
1.8 Limitation
of the study
This study
faced the following limitations during the field work, inadequate funds for its
budget due to its coverage the (HESLB) Loan Board as the research donor did not
provided the money.
CHAPTER TWO
LITERATURE REVIEW
2.0.
Introduction
Literature
review referred to where the source of information was collected, which was
related to the problem of the study which is problem of early age marriage in
secondary schools at Masasi District.
2.1 Related Literature
Review
Cultural
and believes on Sexual and Reproductive Health Issues; in most of our societies
sexual and reproductive health
issues has considered as secret and undisclosed matters that are not allowed to
be discussed in public and even at home with 18 parents or close relatives. In
need of transmitting such information to a matured person, parents are supposed
to find someone on behalf of parents who is a relative or selected member of
the community to instruct a teenager on all matters concern sexual and
reproductive health including norms associated with. Such situation has been
causing teenager sometimes get inadequate and wrong information. Mostly gets
information from unreliable sources i.e. peer groups, friends at school, magazine
and radio. Study by (Ruto, 1999) in Kenya evidenced that parents and adults do
not give teenage information on sex and contraception because it is not
considered culturally appropriate, hence they turn to their peers who give them
inappropriate and or inaccurate advice.
Lack
of Knowledge on Reproductive Health; knowledge about reproductive health among
teenagers has an impact to the welfare of both teenage as well as the community
as a whole. Lack or inadequate knowledge about reproductive health has a
serious problem to their welfare of a teenager. Most of teenager has been
exposed to various risks such as unprotected sexual activities and early
pregnancy. Teenage pregnancy has an effect to a teen as once conceived she is
not allowed to continue with school programs even after delivery where she
spend her time taking care of her child. A study conducted in Philippines by
(WHO 2003) conceded that there is a clear relationship between knowledge and
pregnancy. The findings showed that two out of every 10 young women gave birth
before age 20. Among less-educated women that number increased to four out of
10. Less educated women were more likely to become pregnant during their teen
years than their better-educated counterparts. Out-of-school youth estimated to
be 5.5 million and mostly concentrated in urban areas faced a higher risk of
teenage pregnancy.
Parents
are advised to discuss matters concern reproductive health rather than limiting
on cultural issues. Boys and girls learn about traditions through peer effects,
the social process at home and in the community during the initiation rites.
Still needs comprehensive sexual and reproductive health education so that they
can prepare themselves for healthy adult relationships, increase adolescents'
knowledge and help them to explore attitudes, feelings and values about human
development, relationships, dating, gender roles, sexual orientation, sexual
behavior and informed healthy sexual decision-making. Studies of young people
in other regions have shown a similar lack of accurate information. In India
approximately 100 girls who attend to hospital seeking abortion, 80 percent did
not know that sexual intercourse can end up to pregnancy and 90 percent did not
know about contraception due to lack of reproductive health education in early
age.
Teen
has been engaging in early sexual active as result of external force from the
community they live. Many of the teenagers today live in stressful environments
where there is violence, poor housing conditions, and many of the experienced
discrimination on a daily basis. All these determinants have impact on how the
teenagers perceive their future that also has an impact on their sexual
decision-making. In some of African culture once a girl or a boy matured are
supposed to show that he or she is capable of undertaking sexual activities. In
a Study of sexual behavior among young people conducted in Kenya found that 21%
of females and 11% of males had experienced sex under coercive conditions. Most
of the perpetrators were intimate partners including boyfriends and girlfriends
(Erulkar, 2004).
A
study conducted in Lindi by Tumbo (1994) said that instructions given to boys
and girls during the initiation can contribute to the increase of rate of early
marriage as these boys and girls are trained on how to satisfy their partner
during sexual intercourse. Girls are trained how to move their waist
rhythmically, this coaching need more practice before they get masterly. To
master they continue on practicing as the result most of them have ended up
with pregnancy. Violence may be related to early marriage indirectly or
directly. Women who have suffered childhood abuse to engage in bad behaviors
for example sex risk taking, drug and alcohol abuse that prevent consistent or
correct contraceptive use.
They
may also not use contraceptive due to fear of and culture (Bruyn, 2002). The
problem of teenage pregnancy is cyclic in nature because children born to teen
mothers are 66% more likely to become teen mothers themselves (Basch, 2011).
Religious teachings has an important role in shaping behavior of an individual
in the formation of individual’s attitudes, values and make proper decisions
toward sexual practice as fear to commit adultery. A study conducted in Nigeria
on relationship between faith and sexual behavior found that there is a
correlation between teenager sexual behavior and religious commitment.
Religious values are the source of moral prescriptions for many individuals,
and the teachings of the churches are likely to play a role in the formation of
individual attitudes, values and decisions. The extent to which religion
influences individual attitudes and behavior, however, depends on the specific
doctrines and policies of the churches and on the degree of integration and
commitment of individuals to their particular religious’ institutions
(Odimegwu, 2005).
Early
marriages and tradition and customs community customs regarding the appropriate
age for marriage can exert a great deal of social pressure on parents to marry
their daughters at young ages. In places where the custom is to married
daughters at age 9 or 10, a girl reaching her 15th or 16th birthday may be
considered past the marriageable age. Parents often worry that if they do not
marry their daughters according to social expectations, they will not be able
to marry them at all. In addition, dowry and bride wealth which involve the
exchange of money, livestock or other wealth from the bride’s family to the
groom’s, or vice versa often are determined by the age of the bride. Lower
dowry costs or higher bride wealth gains for girls’ families serve as a common
incentive for marrying girls early (UNICEF, 2005).
Poverty
and economic hardship in Tanzania poverty has been recognized as a major
deciding factor for early marriage of girls especially in poorer households.
Famine and the high cost of raising children, particularly education costs,
have prompted parents to marry off their daughters for bride wealth, they
believe will relieve them from economic hardship. Young girls are thus viewed
as a source of income and economic relief. The bride wealth usually paid in
cows or money, is used by the father to alleviate his economic problems, marry
other wives or pay for a son’s marriage (Katapa, 1994). With the onset of the
AIDS pandemic, most parents prefer to marry off their younger daughters at an
earlier age to secure their future (Bruce & Clark, 2004).
Lack
of knowledge on children’s rights and the impact of child marriage a study
conducted in Dar es Salaam and Coastal regions showed some communities in these
regions seemed to know very little about the consequences of child marriages;
it is because of lower educational level. Some people do not value education as
it does not repay the investment instantly – it is a long-term investment that
is considered riskier in the case of girls, as they can get pregnant and be
excluded from school at any time (CDF, 2008).
Men’s
preference for virgin girls the preference for marrying virgin girls is still
common in some communities. This habit is driven by a number of factors
including the belief that these girls are free from the HIV/AIDS infection.
This was also the case in areas along the Coastal region. Virginity of girls
before marriage is praised by the Zaramo tribe; many men would prefer to marry
a girl child/virgin on the belief that young children do not have sexually transmitted
diseases (CDF, 2008).
2.2 Theoretical
Perspective on Education Inputs regarding to High Prevalence of Teenage
Pregnancy
Health education is one of the most important
components of health promotion that involves motivation to adopt health
promoting behavior and help people make decisions put into practice. Effective
health education may thus produce changes in understanding or in ways of
reasoning. It may bring some shift in beliefs and attitude or influence value
and facilitate acquisition of skills and effect changes in life style and behavior.
2.2.1 Health
Action Model (HAM)
This
model provides a comprehensive framework in which major variables influencing
health choices and actions and their interrelationship are categorized and
described. Health action model consists two major sections that are
Individual’s intention to act or behavior to intention (BI) and factors
determine whether or not an intention is translated in practice. The model is
effective and more powerful tool because of its capability of incorporating
other models and other health education related theories (Beal, 1996). To
intervene the problem of teenage pregnancy, Health Action Model will be used.
2.2.2 Belief
System
A belief is a probability judgment that links
some objects or concept to some attribute (Ajazn and Fishbein, 1975). The
belief system incorporates three major categories of beliefs namely belief
about the particular action, belief about self and normative beliefs. According
to (Beal 1996), the good preventive model is that which persuade the individual
to take responsible decision i.e. to adopt behavior that will prevent the
problem at primary, secondary and tertiary level.
The
study findings revealed that, teenagers do not use contraceptives as they
believe that contraceptives have side effects in the future. They believe that
using contraceptives might end up with problems such as irregularity of
menstrual cycle, 31 percent responded that they might fail to conceive the time
wants a baby. To change their beliefs health education is needed so as the
community will acquire knowledge that will make them to feel that the problem
is serious and impact affects the whole community. Imparting them with sexual
and reproductive health knowledge will enable them understand the magnitude of
the problem. Health education will enable change their negative beliefs toward
use of 12 contraceptives and ultimately will starts use of contraceptives. The
information will make teenagers and the community to believe that use of
contraceptives prevents pregnancy.
2.2.3 Social
feminist ideology
According
to Adamson Social feminist, recognized that the exploitation and oppression of
women are rooted in the structure of patriarchal capitalism. They believed that
sexualize is so deeply ingrained in the social relationship of patriarchal
Capitalism that a fundamental transformation is necessary to bring about social
change (Bangladesh and Boshe, 2009).
Thus, in this study early marriage eradication will be hinder by the
system whereby policies, traditions and beliefs still oppressing young girls to
be married.
2.3 Research
Gap
According to the review of literature of
various studies in different places by different researchers that has been
exploring different causes of teenage pregnancy. However, given the different
environment and situation of different socio-economic, law and policies,
cultural and beliefs aspects, this study reveals there is of lack of knowledge
in issues concern with reproductive health services among the teenage as well
as among members of community. The reason behind choosing Masasi District as the
study area is that; No study has been found which was conducted in Masasi
District speculating the problem of early age marriage in
secondary school in Masasi district. Therefore, this study was intended to investigate the
problem of early age marriage in secondary school in Masasi district.
CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter described about the
research methodology. This chapter included the research design, methods of
data collection where the researcher indicated both primary and secondary data
collections, data process and analysis, sampling design, and questionnaire.
3.1 Research
Approach
This
study used mixed Research Approach, which is explained as the procedures of
collecting analyzing and mixing both qualitative and quantitative in a single
study to understand a research problem (Cresswell,2005). This approach used
because the study will combine both qualitative and quantitative methods.
3.2 Research
Design
This
study designed to collect information about the impacts of globalization of
moral decay among teenage groups in Masasi district. Given the nature of the
study quantitative and qualitative research design employed in the study so as to present the
data in written form and statistical way, such as table and number.
Kothari (2004) defined area of the
study as the area where the research is
conducted. The study conducted at Masasi District which is located
in Mtwara Region. The
main economic activity in Masasi District is farming especially cashew nuts. However,
livestock keeping is practiced. The tribes in this districts include, Makua,
Yao, Makonde. The reason behind choosing Masasi District as the study area is
that; No study has been found which was conducted in Masasi District
speculating the problem of early age marriage
in secondary school in Masasi district. Therefore,
this study was intended to investigate the problem of early age marriage in
secondary school in Masasi district.
3.4 Targeted population.
Targeted population is the actual
population to which a researcher was would like to generalizing findings (Fraenkel
& Wallen, 2000). In particular, the target population of this study were
teachers, students and
parents. The reason for these groups to
be selected for the study is their roles and welfare of children and their
education prosperity.
3.5 Sampling procedure
Kothari
(2004; 57) explains sampling procedures as the way in which a researcher uses
to gather people, place or things to study. It is the process of selecting a
number of individuals from a population so that the selected group contains elements
representative of the characteristics found from the entries group and sampling
is either purposive or random.
The researcher employed simple random sampling so as to
enable equal chance for the respondents to be chosen to provide
information. This technique is preferred by the researcher so as to reduce
biasness and errors in selecting samples.
3.5.1 Sample Size
A
sample size of 50 respondents used in this study which includes students, teachers, and parents as an
optimum one to meet the flexibility, efficiency, representativeness and
reliability which will provide adequate information. These were the minimum
sample size, which limit due to resources available items of time and money.
3.5.2
Sample Technique
In
the study the random sampling technique used to collect the number of representative
of each group which helped to provide the correct and balanced answer to the
problem concerned. So due to the good selection of sample by the researcher lead
to collect suitable and required data to the problem concerned.
3.6
Method of data collection.
The
study involved both primary data and secondary data to collect information in
the study in order to provide the accuracy data or information concerned.
3.6.1 Primary data
Primary
data conducted from the source of field which collected by using questionnaires
and interviews. Questionnaires and interview directed at the residents, to
schools surrounding the area concerned and to the street youth in order to
obtain information on the problem of early age marriage in
secondary school in Masasi district.
3.6.2 Secondary data
Secondary
data collected from relevant reports and documents which obtained from various
places within the district.
3.7 Data
processing and Analysis
The study used
both qualitative and quantitative methods, where by qualitative used for
explanation to give more elaboration of facts or information provided from the
field. And quantitative method used for
statistical data or information like to analyze data examples percentages, frequency
and variable table.
CHAPTER FOUR
RESEARCH
FINDINGS AND DATA ANALYSIS
4.0 Introduction
This chapter presents the analysis,
presentation of the data from the field and research findings on the problem of
early marriage in secondary schools a case study at Masasi district. The
analysis and presentations was done basing on the objectives which reflects and
provide answers for the research questions developed by the researcher in
chapter one.
i.
To
determine the causes of early marriage in secondary school
ii.
To
identify the effects of early marriage in secondary school at Masasi district
iii.
To find
the solution to be taken so as to solve the problem concerning
4.1 Demographic Information of
Respondents
This part explains about
the demographic information of the respondents who were involved in the study;
the study involved different respondents who vary in terms of sex, age, level
of education and occupation where by those respondents including the teachers,
parents and students of Masasi district.
4.1.1 Gender of the Respondents
The respondents vary according to gender
whereby there were female and male. The field data reveal that the total
numbers of male respondents were seventeen equal to 34%. Also female
respondents were thirty-three equal to
66%. The table 4.1 below summarizes the gender of the respondents.
|
Gender
|
Frequency
|
Percentage (%)
|
|
Male
|
17
|
34
|
|
Female
|
33
|
66
|
|
TOTAL
|
50
|
100
|
Source: Field data (2019)
4.1.2 Age of the respondents
The
data from the field revealed that the age group of 14 – 29 years was 40
respondents equal to 80%, from the age between 30 - 49 years were 9 respondents
equal to 18%. Also the respondents ranging from the age between 50 and above
years was 1 respondent
equal to 2%, who totally participated in the field of the study of the problem
of early marriage in secondary school at Masasi district.
|
Age of respondents
|
Frequency
|
Percentage (%)
|
|
14 – 29
|
40
|
80
|
|
30 – 49
|
9
|
18
|
|
50 +
|
1
|
2
|
|
TOTAL
|
50
|
100
|
Source: Field data (2019)
4.1.3 Level of Education of Respondents
The study revealed that a total of fifty
respondents involved in this study. Whereby among them eighty respondents have
attained primary level equal to 16%, thirty-two respondents are at ordinary
level of education which are equal to 64%, two respondents have attained diploma
level of education equal to 4%, seven respondents have attained Bachelor Degree
level of education equal to 14% and one respondent has Master Degree level of
education equal to 2%. The summary of the level of education is shown on the
table 4.3 below.
|
Level of education
|
Frequency
|
Percentage (%)
|
|
Primary level
|
8
|
16
|
|
Ordinary level
|
32
|
64
|
|
Diploma
|
2
|
4
|
|
Bachelor Degree
|
7
|
14
|
|
Master Degree
|
1
|
2
|
|
Total
|
50
|
100
|
Source: Field data (2019)
4.1.4: Occupation of the respondents
The field data reveal that the respondents have various different
occupation whereby among of them ten respondents out of fifty equal to 20% were
teachers, thirty-two equal to 64% were students from secondary school level
also two respondents equal to 4% were entrepreneurs as well as six respondents
total of 12% were farmers. The
summary of the occupation of respondents is shown on the table 4.4 below.
|
Occupations
|
Frequency
|
Percentage (%)
|
|
Farmers
|
6
|
12
|
|
Entrepreneurs
|
2
|
4
|
|
Students
|
32
|
64
|
|
Teachers
|
10
|
20
|
|
TOTAL
|
50
|
100
|
Source: Field data (2019)
4.2 Data Analysis based on Respondents Responses
4.2.1
Introduction
This chapter entails the findings from
the field based on the problem of early marriage to secondary schools at Masasi
district. Data presented by sing tables and words description in order to reach
the objectives of the research. It mainly concerned with the following
objectives.
i.
To determine the causes of early
marriage in secondary school at Masasi district
ii.
To identify the effects of early
marriage in secondary school at Masasi district
iii.
To find the solution to be taken so as
to solve the problem of early marriage in secondary school at Masasi district
4.2.2 The
causes of the problem of early marriage
In an investigation a researcher
discovered that, there are various causes of early marriage to secondary school
at Masasi district. Where by the respondents (50) who make 100 percentages of all respondents agreed that, the problem
of early marriage is present in their village thus they mention and explain
various causes. Therefore, the data above proves about the various causes of
early marriage according to respondents.
|
RESPONSES
|
Frequency
|
Percentage
|
|
Poverty
|
11
|
22
|
|
Lack of education opportunity
|
8
|
16
|
|
Lack of awareness
|
6
|
12
|
|
Bad cultural practices
|
20
|
40
|
|
Peer pressure
|
5
|
10
|
|
Total
|
50
|
100
|
Source: Field data (2019)
4.2.1 Poverty
Eleven
respondents (11) out of fifty respondents (50) equal (22%) argued that poverty
can lead to early marriage as shown above in the table 4:2 Poverty is the reason behind early marriages
in rural areas as most families have large family sizes. With such families,
most parents are unable or unwilling to take care of their children. Early
marriages are therefore seen as opportunities to reduce the burden. Others, who
cannot feed or send their children to school, give young girls off marriage to
older men. Some parents and guardians view it as a way to solve the problem of
poverty. The findings revealed that; “In
this village the high number of young girls dropped out of school because their
parents or guardians could not afford the basic needs like food and clothes as
well as school fees for their education. As a result, they ended up marrying
early since they had no other available options to venture into." This was
supported by one among the interviewee.
4.2.2 Lack of education opportunities
Some parents became unable to afford
basic school demands like uniforms, exercise books and other important materials. For example,
at Masasi district for those days’ secondary schools now days they have
established hostel system for those form two and form four, where by the
parents and guardians are supposed to contribute the money and food for this
programme. But there are some parents who failed to contribute all this this
thus they create a hardship situation to their children hence end up studies
and engage in other activities. But also another big problem is for those
students who failed their examination for second chances, for example form two
national examinations. This occur when a students tend to fail form two national
examination in a second chance he or she totally loose and denied the chance to
continue with studies. Hence it sometime caused those who missed the chance to
study to take an opportunity to get marriage the only solution. So lack of
education opportunities caused early marriage as argued by eight respondents
(8) equal to 16%.
"The issue of education should
not base to young girls (students) but also to the parents and guardians. Simply because the high number of parents in
this village does not pay attention in education matters, they do not view
education as important thing to their children. They don’t even care about the
students’ progress as if they passed or failed, they only leave it to teachers
and students themselves the high number of girls married in this school range
to those who failed to pass in their form two and form four examination. And if
the students failed an exam for example form two examinations for girls the
solution is to get married. At a point
you fail no one will be responsible. So it will be difficult even for them to
discuss with their children about the effects of early marriage. In order to solve it education about this problem of
early marriage should be provided to everybody”.
4.2.3 Lack of
awareness
Most of the parents and guardians are
not aware on the problem of early marriage. First of all many among of them are
aware on the on the knowledge of the legal age of marriage as an important
factor that determines that marriage occurs at the right age. If people are not
aware on this information, they are bound to practice their own culture and
organize the marriages of their children at early age. Also the parents, guardians and children
themselves re not aware on the various negative effects caused by the early
marriage among of include denied of their basic rights to get an education, for
young girl’s early pregnancies led to high risks, including problems during
delivery and jeopardizes the health of this young mothers and their babies. But
also teenage girls are more susceptible than mature women to sexual transmitted
diseases hence lack of awareness can cause early marriage as argued in the field
by six respondents (6) total of 12%.
4.2.4 Bad
cultural practices
There are some are practiced the issue
of Jando and unyago. Whereby to some
extent the very young girl s taught how to satisfy and taking care their future
husbands. They taught various responsibilities on how to handle their
families. In other way this acts as one
among the causes of early pregnancy, simply because as a child grown up at list
find a way to apply by looking at herself as already perfect wife who can take
all responsibility. Cultural practices at Masasi districts particular in
Chigugu village such as Jando and Unyago, traditional dances which prepare
girls for marriage as soon as they start puberty and girl have gone through
these rituals they expected to get married. In field investigation most of the
parents at Mbemba village should be play party for all people. And some of the
parents support it by making consider that their daughter learns many things
and she will be able to do each and everything without considering the age. Bad
cultural practices are one among the causes of early marriage as replied by
twenty respondents (20) equal to 40%.
“In our village there are still
some parents who practiced that culture. During holidays time most of the girls
especially at primary level are taken to practice jando and unyago. Whereby
they are taken out of their parents far away.
Most of them prefer to live at a place near by the forest, they build
such a slum and live there with their teachers (Kungwi), she is the one who
taught those girls on how to respects their parents and husbands, to take care
of the family as well to satisfy their husband whereby they taught how to roll
their waist and so on. After attain their whole process of learning, the
ceremonies follow where the majority celebrities together to assure that the
children are grown after learning those issues. For me I view it as a reason if
early marriage, simply because those teachings prepare young girls to marriage matters"
4.2.5 Peer
pressure
Some of the girls tend to view marriage
as the solution for their life after being see that their collides of the same
age are married. This situation may bring about temptation to girls and feels
like even themselves they can handle marriage they fall into it. This responded
by five (5) respondents equal to 10%.
"Most of my peers got married
after finish the form two national examination when they realize that the
result was poor thus they were choosing to get married they do not see
education as a way to a brighter future. Poverty is a reason too. Most of those
who proceeded to secondary school could not finish because of funds".
4.3 Effects of
early marriage
In an investigation a researcher
discovered that, there are various effects
of early marriage to secondary school at Masasi district. Where by the
respondents (50) who make 100 percentages
of all respondents provided various ideas on it. Therefore, the
data proves about the various effects
of early marriage according to respondents.
|
Responses
|
Frequency
|
Percentage
(%)
|
|
Drop out from school
|
16
|
32
|
|
Inability to plan or manage families
|
11
|
22
|
|
Denial of basic rights
|
8
|
16
|
|
Early pregnancies
|
15
|
30
|
|
Total
|
50
|
100
|
Source: Field data (2019)
4.3.1 Drop out
from school
Child brides often have to give up on
education as they are expected to take up household responsibilities. This
denies the girls the opportunity to be independent and to empower herself.
While it is believed that educating a woman can help educate future generations,
the opposite also is true. An uneducated woman will not be able to educate her
own children in case of financial difficulties or other adverse conditions.
Illiteracy also results in that the child is dependent on her family for
sustenance and this puts her in a powerless situation leading to easy
exploitation and abuse. When a girl marries, she usually drops out of school
and takes on new domestic and family responsibilities. Child brides miss out on
the education they need to grow as individuals and the opportunity to learn
skills that will help them to earn an income and to create a better future for
themselves and their family. Married girls who would like to continue their
studies may be unable to do so, be this because of rules that prevent them from
re-enrolling or because their husbands do not support their education. This
effect identified by sixteen respondents (16) equal to 32%.
The data revealed that, "When girls are in school, they are
often still regarded as children, not ready for marriage. The longer a girl
stays in school, the less likely she is to be married off before 18 and to have
children during her teenage years. And when girls are educated, they develop
the knowledge, confidence and negotiation skills to assert when, whether and
whom to marry."
4.3.2 Inability
to plan or manage families
According to the figure 4.2 the total population about eleven
(11) respondents equal to 22 percentage mentioned that Girls who marry early are likely to bear more
children than those who marry later. Young mothers exercise less influence in
family planning and control over their children and have
less ability to make decisions about their nutrition, health care, and
household management. Hence they create
the poor family with no any kind of development.
4.3.3 Denial of
basic rights
The Convention on the Rights of the
Child which has been ratified by most countries around the globe guarantee
particular rights to children and most of these are abused by the practice of
child marriage like right to education, right to rest and leisure, right to
protection from mental or physical abuse including rape and sexual
exploitation. These rights are important for the mental, emotional and physical
development of the child and denial of this can have far-reaching negative
consequences. But the majority are going against it, hence makes the young especially girls to lose their important
rights. This mentioned by eight (8) respondents’ total of 16 percentages.
4.3.4 Early pregnancies
When girls bear children while they are still
children themselves, too young mentally and physically to become a mother,
early motherhood puts the health of the mother and child in danger.
Complications in pregnancy he age of 15 are at even greater risk. And when child
brides survive childbirth, they remain at risk of health complications. Early
pregnancy leaves child brides vulnerable to obstetric fistula, a preventable
yet debilitating injury resulting from obstructed labor. Hence the Infant
Mortality Rates in such cases also is very high. This agreed by fifteen
respondents (15) who make the total of 30 percentages.
4.4 Solutions
on the problem of early marriage
In the field respondents were
contributed various ideas on solutions to be taken so as to prevents the problem
of early marriage in Masasi district.
|
RESPONSES
|
Frequency
|
Percentage
(%)
|
|
Providing education to parents and community members
|
14
|
28
|
|
Empowering girls
|
10
|
20
|
|
Encourage supportive laws and policies
|
14
|
28
|
|
Raising awareness to the majority
|
12
|
24
|
|
Total
|
50
|
100
|
Source: Field data (2019)
4.4.1 Providing
education to parents and community members
Some parents from traditional
communities believe that child marriage is a way of protecting their daughter
providing for her economically so she will be taken care of; safeguarding her
from harassment and sexual violence before she reaches puberty, and preventing
premarital sex which is still taboo in many countries across the world.
Unfortunately, families often do not know the negative and harmful effects of
early child marriage, including pregnancy at such a young age which can lead to
many complications as a girl’s body will not be ready for childbirth. Hence parents need to get education so as to protect their
children. But also education should be provided to men and boys also as
engaging and educating men and boys to understand that women’s rights are human
rights is an important part of changing attitudes and behaviors. It is
important to acknowledge the role men and boys play in the practice of child
marriage, either through their role as a father, brother, uncle, elder,
husband-to-be, or as a traditional or religious leader. As well education should be given a wide
scope to the girls whereby it will make
them aware and thus help to defend them.
Total of fourteen (14) respondents who make the equal of 28 percentages
were mentioned it as a solution.
4.4.2
Empowering girls
Working directly with girls to give them the
opportunity to build skills and knowledge, understand and exercise their rights
and develop support networks, is an important part of our efforts to end child
marriage. Using an empowerment approach can lead to positive outcomes for girls
and their families by supporting girls to become agents of change, helping them
envisage consequences of early marriage and the many economic, social, and
health benefits of delaying marriage. This solution provided by twelve (12) respondents equal to
24 percentages.
CHAPTER FIVE
SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.0
Introduction
This chapter
gives the summary of the study, conclusion and recommendations. It also makes
suggestions for further research. The study is expected to investigate on the
problem of early marriage in secondary
schools at Masasi district.
5.1 Summary
The study
aimed at an investigation on the problem of early marriage at secondary
schools. Chapter one is about the background of the problem of early marriage
to secondary schools in worldwide and in Tanzania mainland. It also contains
definition of key terms, statement of the problem, purpose, specific
objectives, research questions, significance, scope and limitation of the
study. Chapter two is concerned with perspectives of different scholars in
relation to the study. Chapter three is mainly concerned with research design,
area of study, targeted population and sampling techniques, sample size,
methods of data collection and procedures of data analysis. Chapter four is
about the demographic analysis, presentation and discussion of the findings.
Lastly, chapter five is about summary, conclusion and recommendations of the
study.
5.2 Conclusion
The study on the problem of early
marriage based on research questions and the objectives of the study. Early
marriage in secondary school students has become a big problem to Tanzanian
students. Parents have been found to play a key role in the practice. This is
due to the fact that most parents lack understanding of the importance of
formal education for their children. Among other effects, early marriage
practices to younger girls have led to their denial of educational rights.
There is a high need for raising awareness to community members on the
importance of education to girls so as to discourage early marriage prevalence.
In view of the above, it is important that different stakeholders should work
together in making sure that this practice is ended
5.4 Recommendations
Based on the findings from this study,
the researcher recommends the following:
Ø Firstly,
education planners should include sex education in the school curriculum for
proper orientation of the girl-child. The current curriculum was found to be
too light to make students adequately understand sexuality.
Ø Secondly, religious institutions are supposed to participate in establishing counseling departments
and preaching for young people to grow spiritually, emotionally and socially
since they are the future leaders in the government.
Ø Thirdly,
school authorities to cooperate with parents and government in educating
students on the effects of early marriage and report any child found in the act
or any pregnant girl to the parents and government for further disciplinary
action in order to prevent the frequency of early marriage
5.4.1
Recommendations for further studies
On the basis of the findings of this
study, the phenomenon of early marriages is still a very big problem affecting
girls’ education in Tanzania. Moreover information regarding national
prevalence of the problem is lacking. In view of the above observations, it is
recommended that further studies need to be conducted all over the country to
document the magnitude of the problem. In addition, further studies need to be
conducted in other localities countrywide to ascertain challenges that hinder
efforts to fight against early marriage practices.
REFERENCES
[CDF] Children’s Dignity Forum. 2008. “Report on Child Marriage Survey Conducted in
Dar es Salaam, Coastal, Mwanza and Mara Regions”, CDF.
Ajzen, I., & Fishbein, M. (1975). Belief, attitude, intention and behavior:
An introduction to theory and research.
Basch, C. E. (2011). Teen pregnancy and the achievement gap among urban minority youth.
Journal of School Health, 81(10), 614-618. Retrieved June 5, 2013.
Beal, J. F. (1996). Health education Effectiveness, efficiency and equity: K. Tones and
S. Tilford, Pp. 312. London, Chapman and Hall. Softback, ISBN 0 412 55110 1.
Bruce, J., & Clark, S. (2004). The Implications of Early Marriage for
HIV/AIDS Policy, New York, Population Council.
Bruyn, M. (2002). Violence related to pregnancy and abortion: Violence of human right.
Sexual Health exchange 2002/3
Erulkar, A. S. (2004). The Experience of Sexual Coercion among Young People in Kenya;
International. Family Planning Perspectives Volume 30, Number 4.
Fraenkel. J. R. & Wallen, N. E. (2000).; “How to design and evaluate research in
education (4th Edition.). New York: Mc Graw-Hill companies.
Ingrid, L. (2009). Early marriage and education, Newsletter No_ 7 - Early marriage and
education -EENET.mht.
International Planned Parenthood Federation. (2008).
Sexual Rights: an IPPF declaration 2007,
London: IPPF. Retrieved from w w w. i p p f . o r g/ s i t es / d e f a u l
t / f i l es / s ex u al r i gh t s i p p f declation_1.pdf on July,2010.
Katapa, R.S. (1994) Arranged Marriages. In Tumbo, Z. & Liljestom,R.(eds).
Cherewa:The Dilemma of Teenage Girls, Scandnavian Institute Of African
Studies,76-95.
Locoh, T. (2008). Early marriage and motherhood in sub-Saharan Africa-brief article
'African environment - woman and African: cutting both ways' editions,
Dakar, Senegal.
Odimegwu, C. (2005). Influence of Religion on Adolescent Sexual Attitudes and Behaviour
among Nigerian University Students. African Journal of Reproductive Health,
Vol. 9, No. 2, August, 2005, pp. 125-140.
Ruto, C. T. (1999). The Determinants of Teenage Sexuality and their Understanding of
STDs/HIV/AIDS in Kenya. African Population Policy Research Centre, Nairobi,
Kenya.
Ruto, J. & Chege, R. (2006). Violence against girls as a structural
barrier to her right to and in education. A research report submitted to
Action Aid Kenya Gender Desk. Nairobi.
Tumbo, Z. T, & Rita, L. S. (1994). Chelewa Chelewa. The dilemma of teenage
Girls. Tryribolage, Ostersund, Sweden.
United Nations Children Education Fund.(2005). Early Marriage; A Harmful Traditional
Practice, A Statistical Exploration, New York
United Nations Fund for Population.(2005). The Promise of Equality: Gender Equity,
Reproductive Health and the MDGs, New York: UNFPA.
WHO (2003).Sexual
and reproductive health of Adolescents and Youth in the Philipnes.A review
of Literature and project 1995-2003.
APPENDECES
APPENDIX I
QUESTIONNAIRE FOR TEACHERS
My name is JANE LUCAS from Stella Maris Mtwara
University College (a constitute college of St Augustine university of
Tanzania). I am conducting a research as a part of my academic program; this
research is about “An investigation on the problem of early marriage in
secondary school at Mtwara region a case study of Masasi district”. Please, I need your cooperation in this
process of collecting data which will help me in academic studies.
School
name…………………………………………………… Sex……………………
Age……………………….. Occupation……………………………
Part
One: Instructions
Don’t write your name
anywhere in this paper
Place
a tick in an appropriate response
Fill
in the blanks where necessary
Part Two: Content
1. Do some parents in this area marry their
daughters before age of marriage?
Put tick (√) to the correct option.
a) No,
never b) Yes, sometimes [ ]
c) .
Yes, very often d) Do not know
2.
How big is the problem of early marriage on girls in your area? Put
tick (√) to the correct option in bracket.
a) Very big
b) Average [ ]
c) Not big at all d) Do not know
3.
If yes in 1 above, what are the reasons for girls’ early marriage?
……………………………………………………………………………………………… ………………………………………………………………………………………………
4.
What are the effects of early marriage on girls’ education at Masasi district?
Comments on early marriage in the
area
................................................................................................................................................ ............……………………………………………………………………………………
...
5.
Are there any policies or by-laws addressing early marriage in your area? YES
or NO
……………………………………………………………………………………………… ………………………………………………………………………………………………
6. What are other strategies to be
undertaken against early marriage?
………………………………………………………………………………………………
………………………………………………………………………………………………
7. Please list at least 2 cultural
problems leading to early marriage among teenagers in Masasi district specifically in Chigugu ward.
………………………………………………………………………………………………………
Thank
you for your cooperation
APPENDIX II
QUESTIONNAIRES FOR SECONDARY SCHOOL STUDENTS
My name is JANE LUCAS, from Stella Maris
Mtwara University College (a constitute college of St Augustine university of
Tanzania). I am conducting a research as a part of my academic program; this
research is about “An investigation on the problem of early marriage in
secondary school at Mtwara region a case study of Masasi district”. Please, I need your cooperation in this
process of collecting data which will help me in academic studies Introduction
School
name…………………………………………………… Sex……………………
Age……………………….. Class …………………………… Occupation……………………………..
Part One : Instructions
i.
Don’t write your name anywhere in
this paper
ii.
Place a tick in an
appropriate response
iii.
Fill in the blanks where necessary
Questions;
1.
What is the legal marriage age of girls in Tanzania? Put tick (√) to the correct option in bracket.
a)
Under 15 years b) Between 15 and
18 [ ]
c) Above 18 d) Do not know
2.
From which age could girls be married? According to your understanding? Put tick (√) to the correct option.
a) Under 14 years b)
Between 14 and 17 [ ]
c) Years from 18 years d) Do not know
3.
Do some parents in villages marry their daughters before they are of marriage
age?
Put
tick (√) to the correct option.
a) No, never
b) Yes, sometimes [
]
c)
Yes, very often d) Do not know
4.
If yes in 3 above, what are the reasons for girls’ early marriage in your area?
………………………………………………………………………………………………………………………………………………………………………………………………
5.
How big is the problem of early marriage in your area? Put tick (√)
to the correct option.
a) Very big b)
Average [ ]
c)
Not big at all d) Don’t know
6.
What are the effects of early marriage on girl education?
……………………………………………………………………………………………… ………………………………………………………………………………………………
7.
t are the problems hindering efforts in addressing problem of early marriage in
Masasi district specifically in
chigugu ward? ………………………………………………………….
8.
What are solutions would you give to prevent early marriage in your area?
……………………………………………………………………………………………… ………………………………………………………………………………………………
Thank you for your cooperation.
APPENDIX
III
MASWALI KWA WANAFUNZI WA SEKONDARI
Jina langu ni JANE LUCAS natokea chuo kikuu cha Stella Maris Mtwara
University College (a constitute college of St Augustine university of Tanzania).
Nafanya utafiti kuhusu tatizo la ndoa za utotoni kwa wanafunzi wa shule za
sekondari katika mkoa wa Mtwara wilaya ya Masasi. Tafadhari naomba ushirikiano
wako katika kupata taarifa muhimu kwaajili ya taaluma yangu.
Lengo la maswali haya ni kukusanya
maelezo kuhusiana na tatizo la ndoa za utotoni kwa wanafunzi wa shule za
sekondari.
Weaka alama ya tiki (√) kwenye eneo stahiki
pia jaza nafasi zilizo wazi.Utangulizi
Jina la shule…………………………. Jinsia………………………
Umri…………………………. Darasa……………………………..
Maelekezo
i.
Usiandike jina lako katika sehemu yoyote ya karatasi hii
ii.
Weka nalama ya vema katika sehemu husika
iii.
Jaza nafasi zilizo wazi
1.
Kisheria umri upi ni halali kwa mtoto wa kike kuolewa hapa Tanzania? [
]
a) Chini ya miaka 14
b) Kati ya miaka 14 na 17
c) Kuanzia miaka 18 na kuendelea
d) Sifahamu chochote kuhusu umri halali wa
kuolewa wa mtoto kike
kuolewa.
2.
Ni umri gani unaona unafaa kwa watoto wa kike kuolewa? Weka alama
ya vema (√ ) kwenye
majibu kutoka kwenye orodha ambayo ungependa kuyatoa.
a) Chini
ya miaka 15
[ ]
b) Kati
ya miaka Zaidi ya miaka 18
c) Sifahamu
chochote kuhusu umri halali wa kuolewa wa mtoto wa kike .
d) Taja
umri mwingine unaofahamu
3.
Je kuna baadhi ya wazazi hapa kijijini ambao huwaozesha watoto wao wa kike
kabla ya
kufikisha umri wa kuolewa? Weka ala ya vema (√ ) kwenye majibu kutoka kwenye orodha
ambayo ungependa kuyatoa)
a) Hapana haitokei b) Ndio, wakati mwigine [ ]
c)
Ndio mara chache d) Sifahamu
chochote kuhusu tatizo la ndoa za utotoni
4.
Kama NDIYO katika namba 3, taja sababu ya kuwepo kwa ndoa za utotoni?
……………………………………………………………………………………………… ………………………………………………………………………………………………5.
Je, tatizo la ndoa za utotoni ni kubwa kiasi gani hapa kwenu?
(Weka ala ya vema (√
) kwenye majibu kutoka kwenye orodha
ambayo ungependa kuyatoa
a) Kubwa
sana b) Ni kubwa kiasi [ ]
c)
Ni la wasitani Si kubwa kabisa d) Sifahamu
chochote kuhusu ukubwa wa tatizo la ndoa
za utotoni hapa kwetu
6.
Taja madhara ya kielimu yatokanayo na ndoa za utotoni kwa watoto kike.
……………………………………………………………………………………………………………………………………………………………………………………….
7.
Ni matatizo gani yanakwamisha jitihada za kupambana tatizo la ndoa za
utotoni? (Weka alama ya vema (√
) kwenye majibu kutoka kwenye orodha
ambayo ungependa kuyatoa
a)
Ukosefu wa taarifa kuhusu ndoa za utotoni b) Umasikini
c) Wazazi kutokuthamini elimu d)
Ukosefu wa vyombo vya kusimamia kesi na kutunza
taarifa kuhusu ndoa za utotoni.
e) Mila na desturi na utamaduni f) Sheria za dini
g) Uelewa mdogo wa jamii kuhusu madhara
yatokanayo na ndoa za utotoni [ ]
8.
Ni maoni gani ungependa kuyatoa kupambana na tatizo la ndoa za utotoni kwa
watoto
wa kike?
……………………………………………………………………………………………… ……………………………………………………………………………………………..
Asante Kwa ushirikiano
1. Kisheria umri upi ni
halali kwa mtoto wa kike kuolewa hapa Tanzania?
2. Je kuna baadhi ya
wazazi au walezi hapa kijijini kwenu wanawaozesha watoto wao kabla ya kufikisha umri sahihi wa kuolewa?
3. Ni sababu zipi
zinapelekea kuwepo kwa tatizo hili la ndoa za utotoni kwa wanafunzi?
4. Taja madhara ya ndoa
za utotoni.
5. Ni maoni gani
ungependa kuyatoa kupambana na tatizo la ndoa za utotoni kwa watoto wa kike?
Ahsante kwa ushirikiano wenu
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