Exploring the perceptions and alternative models in accessing primary education for Datooga pastoralists in Karatu District, Tanzania

This study used the Human Rights Theory as a framework to examine the perceptions and alternative education models among the Datooga, a small pastoral community in northern and central Tanzania. A qualitative case study design was adopted, involving 48 participants, including educational officers, government officials, school heads, parents, and pupils, selected through purposive sampling. Data collection methods included semi-structured interviews, focus group discussions, and document reviews, with thematic analysis applied to the data. Findings revealed that the Datooga pastoralists prioritise livestock herding over education, reflecting negative attitudes toward formal schooling. To improve access to primary education, the study identified three alternative models: establishing boarding schools, providing school meals, and introducing alternative basic education programs. Boarding schools, in particular, were emphasised as essential to reduce the burden of long commutes for children. The study also highlighted the need for a national policy tailored to pastoralists to ensure greater educational access. Additionally, education stakeholders are urged to raise awareness within the Datooga and similar communities about the value of primary education. The study underscores the importance of culturally sensitive approaches and government support in addressing educational challenges faced by pastoralist groups.