Inclusive Education Strategies for Marginalised Learners: Evidence from Southwest Tanzania

Abstract

Access to inclusive and equitable education remains constrained for learners from marginalised communities in Tanzania, particularly girls, learners with disabilities, and children from pastoral and agropastoral households. This study examines stakeholders’ perceptions of innovative inclusive education strategies in the Mbeya and Songwe regions of Southwest Tanzania. Using a mixed-methods, cross-sectional design, quantitative survey data were collected from 30 respondents (teachers, community members, and education administrators), complemented by interviews and focus group discussions with 20 participants. Findings indicate perceived associations between mobile learning technologies, community-based mentorship programmes, and flexible school schedules and improved educational access, engagement, and learner retention. Qualitative evidence further highlights the importance of stakeholder engagement and cultural sensitivity in sustaining inclusive practices. While the study does not measure objective outcomes such as attendance records or examination performance, it provides context-specific insights into how locally grounded innovations are experienced by key actors in rural Tanzania. The paper concludes with evidence-led recommendations for strengthening inclusive education through locally responsive strategies and stakeholder collaboration.