Although poverty draws global deliberations, still it continues to be a complicated parable, driving people to the scarceness of opportunities, resources and capability deprivation as a result of education limitation–leading to ignorance decease, again poverty, and its consequences. As I write, education has been promoted in Tanzania, and more children have access to education than ever, and yet, it doesn't warrant that children have a fair access to quality education. The marginalized children, including children from poor families, orphans, children with disabilities, street children, and nomadic children hang on struggling to access quality education.
The goal of this study was to explore the views of participants regarding poverty and the challenge of quality education access for the marginalized children. Eight subjects from Iramba-Serengeti, and Makoko-Musoma, in Mara, participated in the phenomenological interview. The survey involved teachers and former students–– through unstructured face to face interview. Virtually, half of the subjects lived and experienced poverty in their lifetime and struggled to acquire an education, beyond standard seven. Sharing their lived experience, they insisted that poverty exists beyond how experts could explain it, and children with disabilities encounter education access limitation more than any group of children.
","abstract_html":"<p>Although poverty draws global deliberations, still it continues to be a complicated parable, driving people to the scarceness of opportunities, resources and capability deprivation as a result of education limitation–leading to ignorance decease, again poverty, and its consequences. As I write, education has been promoted in Tanzania, and more children have access to education than ever, and yet, it doesn't warrant that children have a fair access to quality education. The marginalized children, including children from poor families, orphans, children with disabilities, street children, and nomadic children hang on struggling to access quality education.</p> <p>The goal of this study was to explore the views of participants regarding poverty and the challenge of quality education access for the marginalized children. Eight subjects from Iramba-Serengeti, and Makoko-Musoma, in Mara, participated in the phenomenological interview. The survey involved teachers and former students–– through unstructured face to face interview. Virtually, half of the subjects lived and experienced poverty in their lifetime and struggled to acquire an education, beyond standard seven. Sharing their lived experience, they insisted that poverty exists beyond how experts could explain it, and children with disabilities encounter education access limitation more than any group of children.</p>","abstract_has_math":false,"creators":["Bhoke-Africanus, Agnes"],"institution":null,"degree_name":"EdD","degree_level":"Worldwide Access","degree_discipline":"Educational Studies (General Education)","degree_department":null,"school":null,"contributors":["Gibbs Y Kanyongo","Anne Marie FitzGerald","James Swindal","Helga Stokes"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-01T08:00:00Z","date_published":"2015-01-01T08:00:00Z","updated_at":"2026-07-24T02:09:07Z","subjects":["Access","Education","Justice/Fairness","Poverty","Quality","Marginalized"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/74","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gibbs Y Kanyongo","Anne Marie FitzGerald","James Swindal","Helga Stokes"]},{"key":"dc:creator","label":"Author","values":["Bhoke-Africanus, Agnes"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-01-09T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Studies (General Education)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Worldwide Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Access","Education","Justice/Fairness","Poverty","Quality","Marginalized"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/74"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Although poverty draws global deliberations, still it continues to be a complicated parable, driving people to the scarceness of opportunities, resources and capability deprivation as a result of education limitation–leading to ignorance decease, again poverty, and its consequences. As I write, education has been promoted in Tanzania, and more children have access to education than ever, and yet, it doesn't warrant that children have a fair access to quality education. The marginalized children, including children from poor families, orphans, children with disabilities, street children, and nomadic children hang on struggling to access quality education.
The goal of this study was to explore the views of participants regarding poverty and the challenge of quality education access for the marginalized children. Eight subjects from Iramba-Serengeti, and Makoko-Musoma, in Mara, participated in the phenomenological interview. The survey involved teachers and former students–– through unstructured face to face interview. Virtually, half of the subjects lived and experienced poverty in their lifetime and struggled to acquire an education, beyond standard seven. Sharing their lived experience, they insisted that poverty exists beyond how experts could explain it, and children with disabilities encounter education access limitation more than any group of children.
"]},{"key":"dc:title","label":"Title","values":["Poverty and the Challenge of Quality Primary and Secondary School Education Access in Mara-Tanzania"]}]}],"canonical_facts":{"dc:contributor":["Gibbs Y Kanyongo","Anne Marie FitzGerald","James Swindal","Helga Stokes"],"dc:creator":["Bhoke-Africanus, Agnes"],"dc:date.available":["2017-01-09T08:00:00Z"],"dc:description.abstract":["Although poverty draws global deliberations, still it continues to be a complicated parable, driving people to the scarceness of opportunities, resources and capability deprivation as a result of education limitation–leading to ignorance decease, again poverty, and its consequences. As I write, education has been promoted in Tanzania, and more children have access to education than ever, and yet, it doesn't warrant that children have a fair access to quality education. The marginalized children, including children from poor families, orphans, children with disabilities, street children, and nomadic children hang on struggling to access quality education.
The goal of this study was to explore the views of participants regarding poverty and the challenge of quality education access for the marginalized children. Eight subjects from Iramba-Serengeti, and Makoko-Musoma, in Mara, participated in the phenomenological interview. The survey involved teachers and former students–– through unstructured face to face interview. Virtually, half of the subjects lived and experienced poverty in their lifetime and struggled to acquire an education, beyond standard seven. Sharing their lived experience, they insisted that poverty exists beyond how experts could explain it, and children with disabilities encounter education access limitation more than any group of children.
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