Understanding factors associated with attending secondary school in Tanzania using household survey data

Carla Pezzulo, WorldPop, School of Geography and Environmental Science, University of Southampton
Victor Alegana, Population Health Unit, Kenya Medical Research Institute - Wellcome Trust Research Programme
Andrew Christensen, WorldPop, School of Geography and Environmental Science, University of Southampton
Omar Bakari, Tanzania DataLab (dLab), Dar es Salaam
Andrew J. Tatem, University of Southampton

Sustainable Development Goal (SDG) 4 aims at ensuring inclusive and equitable access for all by 2030, and at leaving no one behind. Its achievement is also measured through the participation rate of youth in education (SDG 4.3.1). Here we aim to understand drivers of school attendance using Tanzania as an example of a country with high out-of-school rates among secondary school age youth. We use 2015-16 Tanzania Demographic and Health Survey data to explore individual, household and contextual factors associated with secondary school attendance. Contextual factors such as average pupil to qualified teacher ratio and geographic access to school are also tested at cluster level. A two-level random intercept logistic regression model is used to explore association of these factors with attendance in a multi-level framework. Education attainment of the head of household and child characteristics such as gender and age were important predictors of secondary school attendance. Being in a richer household and with few siblings (under the age of 5) were associated with increased odds of attendance. Contextual factors were less likely to be associated with secondary school attendance. Individual and household level factors are likely to impact secondary school attendance rate more compared to contextual factors.

Keywords: Children and youth, Geo-referenced/geo-coded data, Multi-level modeling, Sustainable Development Goals (SDGs)

See extended abstract.

  Presented in Session 97. Achieving Inclusive and Equitable Quality Education for Children and Adolescents from Vulnerable Households