Education equity and quality


What UNICEF is doing

Early childhood development

Quality education

Gender equality

Children with disabilities

Life skills

Impact with equity

Results for children


Children with disabilities

In 2011, only 0.35 percent of all children enrolled in primary school were children with disabilities. In secondary schools, 0.3 per cent of boys and 0.25 percent of girls have disabilities.

These percentages are extremely low when compared with the estimated 7.8 percent of the population with disabilities in Tanzania and indicates that most children with impairment are not enrolled.

There is no functioning national system for the identification and assessment of children with physical or mental impairments, and no coherent data to track or respond to their needs.

For those children with disabilities who do enroll, regular attendance is often extremely difficult. Girls with disability are more vulnerable to abuse including sexual abuse than boys.

UNICEF in action

Support to the education of children with disability is another feature of UNICEF’s programme as this group of children is often undeserved in educational provisions.

There are basic statistics available on the number of children with disabilities enrolled in primary and secondary schools.

However this information is limited. For example, there are issues with the categorisations used for these children in BEST and not enough is known about the achievement rate for these disadvantaged groups of children.

A real concern remains the lack of information about children with disabilities who are not enrolled in school. 

Children with albinism represent a particular at risk population, given certain cultural beliefs and practices which put their lives in danger and thus necessitate special protective measures beyond support that meets their specific learning and health needs.

UNICEF has commenced work with partners to address the needs of children in this population. Partnership has been established with Under the Same Sun (UTSS) and initial support has been provided to the MOEVT to produce a guideline for class interaction for children with albinism.

More work is planned in this area to ensure that this particular group of children can access quality education services.



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