1. Accessibility of disabled women in Tanzanian Higher Education Magreth Matonya, PhD student, University of Jyvaskyla Faculty of Education Preliminary Findings April 12, 2011

3. Situation of disabled women in Tanzania Situation of girls/ women with disabilities in Tanzania have not had equal access to education compared to disabled boys/men The enrolment rates of disabled women decreases as you go further in the education levels. Table 1 shown the situation, Table 1. Enrolment situation of disabled women in Tanzania Levels of education Enrolled students % of the enrolled disabled ss % of disabled boys/men % of disabled girls/ women Primary8,410,09496,0861.145202254.14406445.9 Secondary3, 709, 3154,7440.01281459.3193040.7 Higher education 40, 000540.143972.21527.8

4. Situation in primary schools

5. Situation in secondary education.

6. Situation in higher education

7. Objectives of the study This study investigate factors contributing to the few women with disabilities joining and pursuing higher education. Qn: What are the key factors contributed disabled women to succeed to higher education

8. Methods of the study Data were collected in January and February, 2011 through interviewing 21 women with disabilities at University of Dar es Salaam. Four were studying Masters degree and 19 were pursuing Bachelor degree.

9. Factors for success Self- Determination and ambition Understanding the role of education in their life motivated disabled women to seek knowledge and they believe that education is liberated and enabled them to struggle for their rights without fear.

10. factors cont.... Financial support provided by different stakeholders at primary and Secondary education level. Example religious, scholarship, district councils and Higher Education Loans Board. Invitation of former students who managed to join higher education to encourage them on how to move to University Family supports- educational background of the family. Love and care, encouragement and financial support from the family

11. Family supports

13. Factors cont----- Peers support, searching materials to the library, taking notes in classroom, reading when their were writing, guiding them to classroom, Peers also encouraging them to Participate in group discussion so as to get the diverse knowledge Teachers support, if they didnt understand they provided handout and guidence and councelling Institutional supports, providing equipments, resources and readers

14. conclusion The interviews showed that disabled women if given support they can succeed. The support helped few disabled women who managed to join their studies at University Self determination, ambition, encouragement and Financial support. Encouragement from teachers

15. What support they need

16. Reference Macha, E. 2002. Gender, Disability and Access to Education in Tanzania. Unpublished PhD Thesis. University of Leeds Kelly, S. 2002. The Effect of Post-secondary Education on the Lives of Women with Physical Disabilities. Women, Education and Disability project, Vol 13 (4) 91-95 Alden, P. Hickley, J. 2005 fall. Women with intentional issues: success in college learning. Journal of Development education, 29 (1). 10-12,14- 17.27 Runhare, T. (2004) Provision of equal education for students with disabilities at tertiary institutions in Zimbabwe: prospects barriers. Journal of social science. Vol 19 (1) 151-167