Gender Disparities in Pursuing ICT Programmes A Study of Tanzanian Undergraduates' Perspectives

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George Matto


The government of Tanzania is eying Information and Communication Technology (ICT) as a catalyst towards transforming the country into a middle-income. There have been several initiatives to increase both the size and quality of ICT-skilled human resource base in Tanzania. Thus, development of ICT programmes and specialised ICT colleges in Higher Education Institutions has been the government’s concern. Consequently, number of students enrolled to pursue ICT programmes have been in the increase. However, statistics show that the number of females pursuing ICT programmes is constantly low as compared to that of males. In 2022/2023 academic year, out of 8,499 students enrolled to pursue ICT programmes in Tanzania’s Higher Education Institutions, 5,768 (67.9%) were males while 2,731 (32.1%) were females. Thus, this study quested the factors affecting female enrolment in ICT programmes. A cross-sectional survey design was employed. Area of the study included Moshi Co-operative University and the Institute of Accountancy Arusha in Tanzania. A total of 122 randomly selected respondents consisting of students and admission officers were involved in the study. Results confirmed low number of female students enrolled in ICT programmes. Factors impeding females’ enrolment in ICT programmes included lack of governing policies, lack of motivations for female students to pursue ICT programmes, unconducive job environments, and community perceptions that ICT is for men. Furthermore, the study found that among women in ICT programmes substantial part of them (45.5%) were motivated by their personal interests. Therefore, it is recommended that societies should prepare girls to undertake ICT career through proper upbringing. Also, Higher Education Institutions and their stakeholders should develop awareness creation campaign to encourage women to pursue ICT programmes.


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Matto, G. (2023). Gender Disparities in Pursuing ICT Programmes: A Study of Tanzanian Undergraduates’ Perspectives. East Africa Journal of Social and Applied Sciences (EAJ-SAS), 5(2), 31–40.