Linking questions of distribution and empowerment amongst girls’ education in Tanzania : a case study of the Transforming Education for Girls in Nigeria and Tanzania (TEGINT) project

Abstract

Education and educational frameworks have been at the forefront of global initiatives as a transformative tool to combat women and girls‘ inequalities. This paper analyzes the relationship between pursuing a distributional frameworks and its link to empowerment. While the literature has been historically critical of using distributional frameworks as a proxy for gender inequality, the Transforming education for girls in Nigeria and Tanzania (TEGINT) project claims to link distributional frameworks with empowerment. Given that the focus of this paper is Tanzania, qualitative and quantitative empirical data will focus on issues of distribution and empowerment in Tanzania. The aim of TEGINT is to transform educational attainment and processes related to empowerment for girl‘s education in Tanzania. In order to determine whether there was in fact a relationship between the two, this paper analyzed the baseline and endline data conducted as part of the projects objectives. Questions of distribution and empowerment are related to broader questions about education approaches to girls‘ education, and their effectiveness in fostering changes in access and outcomes.