An Analysis of Tanzania's Policies and whether they represent Gender Equity in Education

To determine how educational gender equity is understood and constructed within the official publications of the Tanzanian Government and its agencies. 1. Exploring the equivocality of policies regarding commitments to educational equity for females. 2. Investigating degrees of equivocality in the policy documents regarding the acknowledged and unacknowledged barriers to educational equity for females. 3. Exploring the extent to which female rights and voices are present in the policies. We conducted text analysis using authentic texts, acknowledging any bias that may be present. Text was chosen based on: 1. Have they been published between 2011 and 2021? 2. What is the source of the document? 3. Is there sufficient data within the document to analyse in sufficient depth? 4. Acknowledge any bias within the document e.g. is it from a Government source? We then conducted thematic analysis using Braun and Clarke, followed by thematic reduction.

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