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The study explores the participation of girls in primary education among the pastoralist community of Tanzania, and the way formal education facilitates the creation of the capabilities girls value. It specifically explores people’s views on girls’ education, the environments in which girls participate in education and the value girls attach to formal education in creating the capabilities they value. 

The study adopts the ethnographic approach to studying people’s views in their natural settings. Capability approach underpins the theoretical framework adopted to guide the discussion of the study findings. Thirty participants were recruited in the study. The participants were selected using purposive and opportunistic sampling procedures. Data were collected using ethnographic interviews and participant observation, and they were analysed using thematic analysis. 

In this study, findings reveal that there are both supporting and opposing views regarding girls’ education among members of the Maasai community. It also indicates that girls value the formal education; but, they are prevented by their home and school environments. 

Distance to and from school also limits girls’ participation in education. The study concludes that efforts to empower marginalised Maasai girls and women through education are not enough. Thus, more community sensitisation about the importance of girls’ education is required. In addition, concerted effort and dedication to the provision of education are needed to address the challenges faced by girls in and outside the school environments.

Source: https://eric.ed.gov/?id=EJ1299556