Transforming Learning Environments for Boys and Girls in Tanzania: Insights from the SEQUIP Alternative Education Programme

Secondary Education Quality Improvement Project (SEQUIP)-Alternative Education Pathway (AEP) is one of theTanzania's most innovative responses to challenges which undermine the potential of learners, particularly girls and other marginalized groups in secondary education.Despite such response, limited research is documented on how the SEQUIP-AEP transformed learning environments for boys and girls.Therefore, this study specifically explores strategies used by SEQUIP-AEP to foster inclusive and gender-responsive learning environments; and assess impact of SEQUIP-AEP on boys' and girls' participation, engagement, and academic outcomes.The given objectives were achieved using pragmatic research philosophy, mixed approach and sequential design.The data were collected using documentary review, structured questionnaires, in-depth interviews, and focus group discussion from 216 participants, sampled using purposive and stratified techniques.The data were analysed using thematic analysis, descriptive statistics and paired t-test.The findings reveal that the strategies used include flexible learning schedules, teacher professional development, mentorship and guidance, psychological support and learning materials and resources.Furthermore, clear improvements across all measured areas i.e. notable increased attendance, classroom engagement, and self-reported academic confidence.SEQUIP-AEP has successfully created inclusive and gender-sensitive learning environments by offering flexible schedules, teacher support, mentorship, psychosocial guidance, and access to essential learning materials, leading to higher attendance, greater classroom participation, and stronger academic confidence among learners who were previously excluded.These results emphasize the value of learnercentered and gender-responsive strategies in education to promote meaningful engagement, empowerment, and equity.