ࡱ>       q`AbjbjqPqP }::%z:,$XXXP,n"$p2eyx,,,,,,,$.h1PC,9y^yyC,|,KKKyR,Ky,KKFXj" \QsXCS Ta,0, `23`2J`2 yyKyyyyyC,C,Kyyy,yyyy THE EFFECT OF GENDER INEQUALITY ON WOMENS ECONOMIC GROWTH: A CASE STUDY OF CHIPUA, TUJIJENGE AND VICOBA MICROFINANCES IN TEMEKE DISTRICT ANNA MANOTI A DISSERTATION SUBMITTED IN PARTIAL FULFILMENT FOR THE REQUIREMENTS FOR DEGREE OF MASTER OF PROJECT MANAGEMENT IN THE OPEN UNIVERSITY OF TANZANIA 2017 CERTIFICATION The undersigned certifies that he has read and hereby recommends for acceptance by The Open University of Tanzania a dissertation titled; The effect of gender inequality on womens economic growth: A case study of Chipua, Tujijenge and VICOBA microfinances in Temeke District, in partial fulfilment for the requirements for the award of the Degree of Master of Project Management in The Open University of Tanzania. ......................................................... Dr. Augustine Y. Hangi (Supervisor) ... Date COPYRIGHT No part of this dissertation may be reproduced and stored in any retrieval system or submitted, in any form by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the author or The Open University of Tanzania in that behalf. DECLARATION I, Anna Manoti, do hereby declare that this dissertation is my own original work and it has not been submitted for any academic award in any other university for a similar or any other degree award. . Signature Date DEDICATION I dedicate this dissertation and its fruits first to God and second my beloved Son, Ricardo, and third my family. They all kept me in their prayers and exercised great patience during my study period. Indeed, they have been a source of encouragement throughout my life. ACKNOWLEDGMENT I express my sincere gratitude to the following persons without whom this dissertation would not have been initiated and completed. I am grateful to The Open University of Tanzania lecturers for their guidance, commitment, technical and materials support, which enabled the author to attain the desired goal in this paper. Special thanks are due to my supervisor, Dr, Augustine Y. Hangi, for his valuable contributions towards making this dissertation successful. I appreciate the opportunity and support offered to me to carry out this dissertation by Tujijenge Microfinance Institution, VICOBA, and Chipua Management. Their constant availability and cooperation are highly valued. My sincere appreciations are conveyed to all individuals, especially those from beneficiaries and staff from Tujijenge, VICOBA and Chipua microfinance institutions, my fellow students and Research Assistants who in different ways assisted and guided me in the compilation of this dissertation. Last but certainly not least, I would like to express my deepest appreciation to my family for their great support, encouragement and sacrifices they made while I was engaged in this study. ABSTRACT The objective of this study was to examine the effects of inequality towards women economic growth in Temeke District, Dar es Salaam. In pursuit of this objective the methodology used were literature review; interviews using a structured questionnaire and key informant interviews. Data analysis was undertaken using the SPSS software Version 21 for quantitative and Nvivo version 11 for qualitative data. Descriptive statistics were used to obtain frequencies, proportions, and cross-tabulations. Findings of the study revealed that although women are not restricted to engage in economic activities, still the community perspectives towards women is very negative. Women are perceived as weaker sex and unable to do the jobs effectively as compared to men. Moreover, there are inequality employment opportunities between men and women. The situation is worse for married women since they are restricted by their husbands to engage in economic activities. As a result, there is a high dependence level of women to their husbands, situation of which increases their poverty level. The study observed that the relationship between gender inequality and economic growth are statistically significant: indicating that gender inequality in Temeke is the possible reason for womens economic backwardness. Based on these findings; is recommended that in respect of the concept of gender inequality there should be more awareness and education programs on the effects of gender inequality. In terms of factors causing gender inequality and economic growth the government should enforce and enact good policies, which will eliminate the gender inequality problem in the community as well as provide conducive working environment for both men and women. TABLE OF CONTENTS TOC \o "1-4" \h \z \u   HYPERLINK \l "_Toc500840893" CERTIFICATION  PAGEREF _Toc500840893 \h ii  HYPERLINK \l "_Toc500840894" COPYRIGHT  PAGEREF _Toc500840894 \h iii  HYPERLINK \l "_Toc500840896" DECLARATION  PAGEREF _Toc500840896 \h iv  HYPERLINK \l "_Toc500840897" DEDICATION  PAGEREF _Toc500840897 \h v  HYPERLINK \l "_Toc500840898" TABLE OF CONTENTS  PAGEREF _Toc500840898 \h viii  HYPERLINK \l "_Toc500840899" LIST OF TABLES  PAGEREF _Toc500840899 \h xii  HYPERLINK \l "_Toc500840900" LIST OF FIGURES  PAGEREF _Toc500840900 \h xiii  HYPERLINK \l "_Toc500840901" LIST OF ABBREVIATIONS  PAGEREF _Toc500840901 \h xiv  HYPERLINK \l "_Toc500840902" CHAPTER ONE  PAGEREF _Toc500840902 \h 1  HYPERLINK \l "_Toc500840903" 1.0 INTRODUCTION  PAGEREF _Toc500840903 \h 1  HYPERLINK \l "_Toc500840904" 1.1 Background of the Study  PAGEREF _Toc500840904 \h 1  HYPERLINK \l "_Toc500840905" 1.2 Statement of the Problem  PAGEREF _Toc500840905 \h 2  HYPERLINK \l "_Toc500840906" 1.3 Research Objectives  PAGEREF _Toc500840906 \h 3  HYPERLINK \l "_Toc500840907" 1.3.1 General Research Objective  PAGEREF _Toc500840907 \h 3  HYPERLINK \l "_Toc500840908" 1.3.2 Specific Research Objective  PAGEREF _Toc500840908 \h 4  HYPERLINK \l "_Toc500840909" 1.4 Research Questions  PAGEREF _Toc500840909 \h 4  HYPERLINK \l "_Toc500840910" 1.4.1 General Research Questions  PAGEREF _Toc500840910 \h 4  HYPERLINK \l "_Toc500840911" 1.4.2 Specific Research Questions  PAGEREF _Toc500840911 \h 4  HYPERLINK \l "_Toc500840912" 1.5 Significance of the Study  PAGEREF _Toc500840912 \h 4  HYPERLINK \l "_Toc500840913" 1.6 Scope of the Study  PAGEREF _Toc500840913 \h 5  HYPERLINK \l "_Toc500840914" CHAPTER TWO  PAGEREF _Toc500840914 \h 6  HYPERLINK \l "_Toc500840915" 2.0 LITERATURE REVIEW  PAGEREF _Toc500840915 \h 6  HYPERLINK \l "_Toc500840916" 2.1 Introduction  PAGEREF _Toc500840916 \h 6  HYPERLINK \l "_Toc500840918" 2.1.1 Conceptual Definitions  PAGEREF _Toc500840918 \h 6  HYPERLINK \l "_Toc500840920" 2.1.2 Gender Inequality  PAGEREF _Toc500840920 \h 6  HYPERLINK \l "_Toc500840921" 2.1.3 Economic Growth  PAGEREF _Toc500840921 \h 7  HYPERLINK \l "_Toc500840922" 2.2 Theoretical Review  PAGEREF _Toc500840922 \h 8  HYPERLINK \l "_Toc500840923" 2.2.1 Conflict Theory  PAGEREF _Toc500840923 \h 8  HYPERLINK \l "_Toc500840924" 2.2.2 Feminist Theory  PAGEREF _Toc500840924 \h 8  HYPERLINK \l "_Toc500840925" 2.2.3 Construction of Gender Theory  PAGEREF _Toc500840925 \h 9  HYPERLINK \l "_Toc500840926" 2.2.4 The Neo-Classical Theory of Economic Growth  PAGEREF _Toc500840926 \h 9  HYPERLINK \l "_Toc500840928" 2.2.5 ESteve Volarts Model on the Effect of Gender Inequality on Economic Growth  PAGEREF _Toc500840928 \h 10  HYPERLINK \l "_Toc500840929" 2.3 Empirical Literature Analysis  PAGEREF _Toc500840929 \h 12  HYPERLINK \l "_Toc500840930" 2.3.1 Gender Inequality and Women Economic Growth  PAGEREF _Toc500840930 \h 12  HYPERLINK \l "_Toc500840931" 2.4 Research Gap  PAGEREF _Toc500840931 \h 16  HYPERLINK \l "_Toc500840932" 2.5 Analytical Conceptual Framework  PAGEREF _Toc500840932 \h 17  HYPERLINK \l "_Toc500840934" 2.6 Research Hypothesis  PAGEREF _Toc500840934 \h 17  HYPERLINK \l "_Toc500840935" 2.7 Research Summary  PAGEREF _Toc500840935 \h 18  HYPERLINK \l "_Toc500840936" CHAPTER THREE  PAGEREF _Toc500840936 \h 19  HYPERLINK \l "_Toc500840937" 3.0 RESEARCH METHODOLOGY  PAGEREF _Toc500840937 \h 19  HYPERLINK \l "_Toc500840938" 3.1 Research Design  PAGEREF _Toc500840938 \h 19  HYPERLINK \l "_Toc500840940" 3.2 Research Strategy  PAGEREF _Toc500840940 \h 19  HYPERLINK \l "_Toc500840943" 3.3 Survey Population  PAGEREF _Toc500840943 \h 20  HYPERLINK \l "_Toc500840944" 3.4 Area of the Research Study  PAGEREF _Toc500840944 \h 20  HYPERLINK \l "_Toc500840945" 3.5 Sampling Design and Procedures  PAGEREF _Toc500840945 \h 20  HYPERLINK \l "_Toc500840946" 3.5.1 Variables and Measurement Procedures  PAGEREF _Toc500840946 \h 21  HYPERLINK \l "_Toc500840947" 3.5.2 Gender Inequality  PAGEREF _Toc500840947 \h 21  HYPERLINK \l "_Toc500840948" 3.5.3 Economic Growth  PAGEREF _Toc500840948 \h 22  HYPERLINK \l "_Toc500840949" 3.6 Methods of Data Collection  PAGEREF _Toc500840949 \h 22  HYPERLINK \l "_Toc500840950" 3.6.1 Questionnaire  PAGEREF _Toc500840950 \h 22  HYPERLINK \l "_Toc500840951" 3.6.2 Key Informant Interview  PAGEREF _Toc500840951 \h 23  HYPERLINK \l "_Toc500840952" 3.7 Validity of the Instruments  PAGEREF _Toc500840952 \h 23  HYPERLINK \l "_Toc500840953" 3.8 Data Analysis and Collection  PAGEREF _Toc500840953 \h 24  HYPERLINK \l "_Toc500840954" 3.8.1 Types of Data  PAGEREF _Toc500840954 \h 24  HYPERLINK \l "_Toc500840955" 3.8.2 Primary Data  PAGEREF _Toc500840955 \h 24  HYPERLINK \l "_Toc500840956" 3.8.3 Secondary Data  PAGEREF _Toc500840956 \h 25  HYPERLINK \l "_Toc500840957" CHAPTER FOUR  PAGEREF _Toc500840957 \h 26  HYPERLINK \l "_Toc500840958" 4.0 RESEARCH FINDINGS  PAGEREF _Toc500840958 \h 26  HYPERLINK \l "_Toc500840959" 4.1 Introduction  PAGEREF _Toc500840959 \h 26  HYPERLINK \l "_Toc500840960" 4.2 Responses Profile  PAGEREF _Toc500840960 \h 26  HYPERLINK \l "_Toc500840961" 4.2.1 Socio-Demographic Characteristics of the Respondents  PAGEREF _Toc500840961 \h 26  HYPERLINK \l "_Toc500840969" 4.3 Findings by Research Questions  PAGEREF _Toc500840969 \h 28  HYPERLINK \l "_Toc500840970" 4.3.1 Communitys Perspectives with regard to the Concept of Gender Inequality  PAGEREF _Toc500840970 \h 28  HYPERLINK \l "_Toc500840981" 4.3.2 Factors causing Gender Inequality  PAGEREF _Toc500840981 \h 33  HYPERLINK \l "_Toc500840984" 4.3.3 Effects of Gender Inequality on Womens Economic Growth  PAGEREF _Toc500840984 \h 34  HYPERLINK \l "_Toc500840991" 4.4 Hypothesis Testing  PAGEREF _Toc500840991 \h 37  HYPERLINK \l "_Toc500840993" 4.5 Lesson Learnt  PAGEREF _Toc500840993 \h 40  HYPERLINK \l "_Toc500840994" 4.6 Summary  PAGEREF _Toc500840994 \h 40  HYPERLINK \l "_Toc500840995" CHAPTER FIVE  PAGEREF _Toc500840995 \h 42  HYPERLINK \l "_Toc500840996" 5.0 DISCUSSION OF FINDINGS, CONCLUSION AND RECOMMENDATIONS  PAGEREF _Toc500840996 \h 42  HYPERLINK \l "_Toc500840997" 5.1 Introduction  PAGEREF _Toc500840997 \h 42  HYPERLINK \l "_Toc500840999" 5.2.1 Communitys Perspectives with Regard to the Concept of Gender Inequality  PAGEREF _Toc500840999 \h 42  HYPERLINK \l "_Toc500841000" 5.2.2 Factors causing Gender Inequality  PAGEREF _Toc500841000 \h 45  HYPERLINK \l "_Toc500841001" 5.2.3 Effect Of Gender Inequality on Womens Economic Growth  PAGEREF _Toc500841001 \h 48  HYPERLINK \l "_Toc500841004" 5.3 Conclusion  PAGEREF _Toc500841004 \h 52  HYPERLINK \l "_Toc500841005" 5.4 Recommendations  PAGEREF _Toc500841005 \h 54  HYPERLINK \l "_Toc500841006" 5.5 Issues for Further Research  PAGEREF _Toc500841006 \h 57  HYPERLINK \l "_Toc500841007" REFERENCE  PAGEREF _Toc500841007 \h 58  HYPERLINK \l "_Toc500841008" APPENDIX  PAGEREF _Toc500841008 \h 61  LIST OF TABLES  HYPERLINK \l "_Toc500840963" Table 4.1: Age Group of Respondents  PAGEREF _Toc500840963 \h 26  HYPERLINK \l "_Toc500840972" Table 4.2: Community Perceptions on Gender Inequality  PAGEREF _Toc500840972 \h 29  HYPERLINK \l "_Toc500840973" Table 4.3: Where Did you Hear about Gender?  PAGEREF _Toc500840973 \h 29  HYPERLINK \l "_Toc500840974" Table 4.4: Where Did you Hear about Gender Inequality?  PAGEREF _Toc500840974 \h 29  HYPERLINK \l "_Toc500840977" Table 4.5: Magnitude of Gender Inequality in the Community  PAGEREF _Toc500840977 \h 30  HYPERLINK \l "_Toc500840978" Table 4.6: How Women are Perceived in the Community  PAGEREF _Toc500840978 \h 31  HYPERLINK \l "_Toc500840979" Table 4.7: Community Perception on Women  PAGEREF _Toc500840979 \h 32  HYPERLINK \l "_Toc500840980" Table 4.8: Women Perspective on Gender Inequality  PAGEREF _Toc500840980 \h 32  HYPERLINK \l "_Toc500840982" Table 4.9: Key Informant Responses on Factors causing Gender Inequality  PAGEREF _Toc500840982 \h 33  HYPERLINK \l "_Toc500840983" Table 4.10: Causes of Gender Inequality in the Community  PAGEREF _Toc500840983 \h 33  HYPERLINK \l "_Toc500840986" Table 4.11: Effects of Gender Inequality on Women Economic Growth  PAGEREF _Toc500840986 \h 34  HYPERLINK \l "_Toc500840988" Table 4.12: Responses on whether Women are given Equal Job Opportunities in the Community  PAGEREF _Toc500840988 \h 36  HYPERLINK \l "_Toc500840992" Table 4.13: P-value Results as Calculated from Chi-Square  PAGEREF _Toc500840992 \h 39 LIST OF FIGURES  HYPERLINK \l "_Toc500840933" Figure 2.1: Conceptual Framework  PAGEREF _Toc500840933 \h 17  HYPERLINK \l "_Toc500840966" Figure 4.1: Level of Education of Respondents  PAGEREF _Toc500840966 \h 27  HYPERLINK \l "_Toc500840968" Figure 4.2: Respondents Occupation  PAGEREF _Toc500840968 \h 28  HYPERLINK \l "_Toc500840987" Figure 4.3: Provision of Equal Job Opportunities as Men  PAGEREF _Toc500840987 \h 35  HYPERLINK \l "_Toc500840990" Figure 4.4: Women Restriction on Saving and Credit Schemes  PAGEREF _Toc500840990 \h 37 LIST OF ABBREVIATIONS CEDAWA Convention for prevention of all forms of discrimination against women Chipua Microfinance Institution CRC Convention of Rights of children GDP Gross Domestic Product GII Gender inequality index GNP Growth national product IFAD International Fund for Agricultural Development KII Key Informant Interview MPM Masters of Project management NVIVO Data analysis software for qualitative information PHC Population and Housing Census PhD Doctor of Philosophy SPSS Statistical Package for Social Science TV Television UK United Kingdom VICOBA Village Community Bank WEF World Economic Forum WHO World Health Organizatio CHAPTER ONE 1.0 INTRODUCTION Background of the Study In todays economy, it is not easy to attain livelihood if one is not engaged in any economic income generating activity. Among many who fail to attain their livelihood are groups of women who are mostly vulnerable and victim of gender inequality, which has isolated them in attaining education. Thus, they become illiterate and experience extreme poverty. In the review of 42 countries (Tanzania included) Psacharopoulos and Patrinos, (2004) show that an extra year of secondary schooling for girls can increase their future wages by 10-20% whereas the corresponding number for boys is about 5-15%. This is substantial for poor households employment among young women who can play a role in poverty reduction. Adolescence can be an important stage in preparing for adult roles. This is especially true for young women, for whom education or economic participation in late adolescence help overcome material, social and cultural barriers to economic gains in adulthood. The welfare gains may accrue not only to these girls and women but also to their families and children. Thus, development literature has increasingly emphasized the school enrollment and labor force participation of adolescent girls and young women as an important pathway for poverty reduction and economic development, It is important to note, however, that gains from investments in education are much more systematically documented than gains from investments in youth training and employment (Knowles and Behrman, 2005). For poor households, employment of women can play a role in poverty reduction. Among women, aged 15-30 who participated in a group-based credit program in average cumulative borrowing can produce an increase, in the annual per capita household expenditure, of $9, which is equivalent to 7% of the moderate poverty line and 11% of the extreme poverty line (Khandker et al, 2008). Other analyses of microcredit programs in developing countries show that female borrowing has a greater impact than male borrowing on households ability to smooth consumption over time (Khandker, 1998). Womens employment can also translate into economic gains by an acquisition of skills for managing income, budgeting, and accumulation of savings for the future. Statement of the Problem Gender inequality place restrictions on womens access to social infrastructures, such as credit and labor markets, education, federal, provincial and local decision-making bodies, and represents constraints to balanced and sustainable economic growth and the condition of young women is very poor. Tanzania is an age hierarchical and patriarchal society, which marginalizes women and girls from controlling decisions regarding their lives. The patriarchal system subjects women and girls to discriminative practices, which result in fewer opportunities and choices compared to their male counterparts, unequal access to, and benefit from programs and services (Restless Development, Behavioral Surveillance Survey, 2011). For example, the scourge of gender inequality has had a real role in the current intractable economic and financial crisis and family dissipation. Rajan (2010) argues that the growing income inequality was a key factor leading to the financial crisis and to the current economic downturn. Moreover, Van Treeck and Sturn (2012) survey indicated the evidence that income inequality is a cause of the recent Great Recession. In addition, Greenspan (2007), former Chairman of the US Federal Reserve, says that increasing inequality is bad for business while the UK Prime Minister, David Cameron (2009), noted that an unequal country does worse according to every Quality of life indicator. While income inequality matters in its own right, it is also key to reducing poverty. Women often receive lower pay for the same or comparable work, and they are frequently blocked their chances for advancement, especially to positions. There is usually an imbalance in the amount of housework and child care a wife does compare to her husband unequal sets of people women" and "men (e.g., not receiving the same pay for the same job) or subtle (e.g., not being given the same subjective opportunities for advancement) ESteve-Volarts (2000; 2004). Generally, gender inequality plays a great role in slowing economic growth, resulting in health and social problems, including worsened education outcomes; exacerbating poverty and unemployment leading to severer social inequalities, especially among children and womens which generates social and political instability and conflict) as exemplified by the Arab revolution (see also (Ortiz and Cummins, 2011; Marshall and Cole, 2011). 1.3 Research Objectives 1.3.1 General Research Objective The general objective of this study is to examine the effects of inequality toward women economic growth. 1.3.2 Specific Research Objective To examine the communitys perspectives with regard to the concept of gender inequality. To establish factors causing gender inequality. To investigate how gender inequality affects womens economic growth. 1.4 Research Questions 1.4.1 General Research Questions This study was guided by the following questions; what are the effects of gender inequality toward women economic growth in Temeke District at Chipua, Tujijenge and VICOBA microfinance? 1.4.2. Specific Research Questions What are the communitys perspectives with regard to the concept of gender inequality? What are the factors that cause gender inequality? How does gender inequality affect womens economic growth? 1.5 Significance of the Study This study contributes to the large body of knowledge by providing evidence about the effects of gender inequality on womens economic growth. The study has further identified some existing gaps, which could be studied in the future. Similarly, the findings of this study are useful to project management practitioners, academics and other stakeholders in different organizations as an important reference material. Furthermore, the study calls for the Government to ratify some international conventions, such as the Rights of the Child (CRC) and the Convention for Prevention of All Forms Discrimination against Women (CEDAW). Mkukuta II, the Gender Development Strategy, and the Right to Return to School Policy all reflect progress targets for women and girls, indicating some progress at the policy level. 1.6 Scope of the Study This study focused on the effect of gender inequality toward women economic growth in Tanzania with specific case study of Chipua, VICOBA and Tujijenge Microfinance institutions in Dar es Salaam. The independent variable is gender inequality (imbalance of power, lack of decision making in many spheres of life and dependent variable women economic growth (production and source of livelihood. CHAPTER TWO 2.0 LITERATURE REVIEW Introduction This chapter presents the literature review on gender and gender inequality as done by various scholars. It starts by providing the Theoretical literature review whereby conceptual definitions of keywords are given. The second section is presenting various Empirical literature review followed by the Conceptual framework and lastly Research hypothesis. 2.1.1 Conceptual Definitions 2.1.1.1 Gender Gender refer to a complex system of personal and social relations of domination and power through which women and men are socially created and maintained and through which they gain access to power and material resources or are allocated status within society (IFAD, 2000, p. 4). Gender is determined socially; it is the societal meaning assigned to male and female. Each society emphasizes particular roles that each sex should play, although there is wide latitude in acceptable behaviours for each gender (Hesse-Bibber and Carger, 2000, p. 91). The WHO gender policy 2002 defines the terms gender as the cultural and social constructive roles, responsibilities, privileges, relationship and expectations of women, men, boys and girls, Gender is not the other word for women neither sexual differences. 2.1.2 Gender Inequality Gender inequality refers to unequal treatment or perceptions of individuals based on their gender. It arises from differences in socially constructed gender roles as well as biologically through chromosomes, brain structure, and hormonal differences. [1] Gender systems are often dichotomous and hierarchical; gender binary systems may reflect the inequalities that manifest in numerous dimensions of daily life. Gender inequality stems from distinctions, whether empirically grounded or socially constructed. (On differences between the sexes, see Sex and psychology (Macionis and Plummer, 2005). Analyses of gender inequality attribute great importance to the economy. Gender inequality appears everywhere embedded in economic inequality, in the sense that a critical aspect of gender inequality involves unequal access to economic resources and positions. This relationship becomes clearer in more "advanced" societies where an economic organization has differentiated from kinship and political organization. Sometimes unequal economic access is termed as an expression of gender inequality, sometimes a cause of gender inequality. 2.1.3 Economic Growth Economic growth is defined as an increase in a country's productive capacity, as measured by comparing gross national product (GNP) in a year with the GNP in the previous year, Increase in the capital stock, advances in technology, and improvement in the quality and level of literacy are considered as principal causes of economic growth. In recent years, the idea of sustainable development has brought in additional factors such as environmentally sound processes that must be taken into account in growing an economy). An increase in the capacity of an economy to produce goods and services, compared from one period to another, Economic growth could be measured in nominal terms, which include inflation, or in real terms, which are adjusted for inflation (Concise Encyclopaedia of Economics). 2.2 Theoretical Review 2.2.1 Conflict Theory According to conflict theory, society is defined by a struggle for dominance among social groups that compete for scarce resources. In the context of gender, conflict theory argues that gender is best understood as men attempting to maintain power and privilege to the detriment of women. Therefore, men are seen as the dominant group and women as the subordinate group. While certain gender roles may have been appropriate in a hunter-gatherer society, conflict theorists argue that the only reason these roles persist is that the dominant group naturally works to maintain their power and status. According to conflict theory, social problems are created when dominant groups exploit or oppress subordinate groups. Therefore, their approach is normative in that it prescribes changes to the power structure, advocating a balance of power between genders 2.2.2. Feminist Theory The term gender inequality refers to the disparities that exist among individuals based solely on their gender rather than objective differences in skills, abilities, or other characteristics. Gender inequalities may be obvious (e.g., not receiving the same pay for the same job) or subtle (e.g., not being given the same subjective opportunities for advancement). Despite the strides taken to eradicate gender inequality over the years, the fact remains. There are many feminist perspectives of gender inequality, including that of liberal feminism, socialist feminism, radical feminism, and multiracial feminism. Each of these perspectives views the issue from a slightly different angle and offers different insights into the problem in addition to different solutions. However, gender equality is more than a quest for equal pay for equal work. The social roles of females and males are often far from "different but equal." Much more research is needed in order to be able to understand the extent to which gender equality is a good thing for society and how this can best be implemented. 2.2.3 Construction of Gender Theory This theory acknowledges that men and women are actively involved in constructing their own gendered identities, the larger societal forces such as schools or the media do not passively shape people, but they are active in selecting and adapting the behavior patterns into their version of gender depending on situations and beliefs. According to the theory, understanding of gender is dynamic, changing over time. Thus, people are active in constructing their own gender identities by particular forms of masculinity and femininity. The construction of different ways of being feminine or masculine is a dynamic process in which we all play a part. 2.2.4 The Neo-Classical Theory of Economic Growth This theory suggests that increasing capital leads to diminishing returns. Therefore, increasing capital has only a temporary and limited impact on increasing the economic growth. As capital increases, the economy maintains its steady state rate of economic growth. To increase growth it is necessary to increase labor productivity, the size of the workforce or improve technology. In other words, economic growth requires an increase in all aspects of growth (This model was first suggested by Robert Solow). 2.2.5 ESteve Volarts Model on the Effect of Gender Inequality on Economic Growth Very few theoretical models was created to show the effect of gender inequality on economic growth. One of the very few is ESteve-Volarts model (ESteve-Volart, 2000; 2004) which divides the population into workers and managers, with different education requirements for both groups. This model studies the effects of gender inequality under both total (no women as managers) and partial (some women as managers) sex discrimination. She finds that growth rates are hurt under partial discrimination, but not under total discrimination. In addition, her model predicts that economies with either type of sex discrimination will experience a lower per capita GDP. Since no realistic economy exhibits total sex discrimination, one can expect that countries that discriminate more against women should have lower growth rates and lower per capita GDP. Even though the discrimination studied in her model is discrimination in the workforce, Esteve-Volart points out that because of the different education requirements for workers and managers, this sort of discrimination can be expected to turn up in education differentials, making differences between mens and womens education an important factor to study. As discussed by Klasen, (2003), womens education can have both direct and indirect effects on economic growth. Directly, an underinvestment in womens education can be seen as a misallocation of societys resources as in ESteve-Volarts (2000, 2004) model. However, Klasen also states that there will be indirect effects from this under- education of women. Increases in female education have been shown in numerous studies to improve fertility rates, childs education, and childs health. For instance, multiple studies have found that female education is highly correlated with lower child mortality as well as lower fertility rates (Schultz 1993; Hill and King 1995). Lower fertility rates will imply lower population growth, and high population growth rates have been shown to lower per capita income growth in most less developed countries (Todaro and Smith 2006). In addition, Klasen 2003) argues that higher education for women will at least initially allow firms to hire cheaper female labor, which has been shown by Seguino (2000a; 2000b) to increase investment, consequently increasing economic growth. Therefore, due to both direct and indirect effects, gender inequality can be expected to have a significant impact on growth. Because of this, gender inequality theoretically deserves inclusion in an empirical growth equation. g = f (i, e, HK, D) Where i =is some measure of inequality, e = is a vector of economic control variables affecting growth, HK= is the accumulation of human capital, and D = is a vector of dummy variables, controlling for regional and cultural differences. In addition, many of these same arguments can be applied to other areas of gender inequality; by under-investing in women, society is not efficiently allocating its resources. Because gender differences in education tend to reflect many of these other areas, gender inequality in education might also be reflecting a host of different ways in which society is under-investing in women (Schultz, 2001). For this reason, it is extremely likely that if the inefficiencies created by this inequality are sizeable enough they will decrease productivity to a level that will harm growth rates. 2.3 Empirical Literature Analysis 2.3.1 Gender Inequality and Women Economic Growth Some of the available relevant literature discussed below has an insight of the previous work done on the subject. The findings in this area, however, are not consistent. Several studies found a positive relationship between the two variables. Others report no linkages between gender inequality and economic growth while others found a negative association between these two variables. Gender inequality in developing countries has been publicized in the last twenty years. Across the globe, women are less educated and receive worse health care than their male counterparts (Quibria, 1995; World Bank 2000). Amartya Sen stated that because of these inequalities there were 100 million missing women worldwide (Sen, 1992). While some programs have been initiated to try to counteract these problems, recent evidence suggests that the number of missing women has only increased in the last decade (Klasen and Wink, 2002). Historically, education levels have been a major concern of economists when trying to encourage growth in developing countries. However, while worldwide education levels have risen drastically in the past forty years, worldwide growth rates have not kept up with this change (Pritchett, 1999). This has led many economists to question the traditionally held view that education is important for a society to thrive. Pritchett (1999) puts forth three reasons why this may be happening. First, it may be that educated labor is engaging in socially unproductive activities instead of contributing meaningfully to society. In fact, Murphy, Shleifer, and Vishny (1991) model rent seeking behavior of highly educated individuals and find some empirical evidence which suggests that this kind of behavior has existed in the Pritchett suggests that the low returns to education are due to the poor quality of education in the country. Thus, perhaps while countries have more education, they fail to receive more knowledge. Furthermore, Bils and Klenow, (1998) assert that it is not education that leads to growth, but growth that leads to education. As has been shown in past studies, returns to education increase substantially as an economy becomes more developed (Foster and Rosenzweig, 1996). On the other hand, a number of very influential endogenous growth models have highlighted education as a key component (Romer, 1986; Lucas, 1988). Furthermore, multiple studies hasbeen performed using values of education to predict growth in years to come, and have shown that the impact of education on growth is indeed substantial (Barro, 1991; Mankiw, Romer, and Weil, 1992; Barro and Lee 1993; Barro, 1997). Mankiw, Romer, and Weil (1992) take the traditional Solow model and augment it to include education as a proxy for human capital. They find that their model predicts economic growth very well in developing countries and that the human capital component, in the form of secondary education is an important component. This study has been criticized however by Klenow and Rodriguez- Clare (1997) for its use of secondary enrollment as a proxy for human capital, arguing that it fails to capture other forms of education. Mankiw (1997), though, defends the study, stating that year of secondary education may be worth more to society than a year of primary education because it provides skills that are more directly related to increased productivity. This is corroborated by both Levine and Renelt (1992) and Sala-i-Martin (1997), who analyzes the robustness of various variables that have been hypothesized to determine growth. Both studies find that secondary education is one of the most robust variables in an empirical. Growth equation: This result seems to suggest that while there may be disadvantages to looking at the effects of education upon growth, it still serves as an extremely good measure for human capital and thus is an important determinant of growth. Gender Inequality has a huge Impact on economic Growth, while much of the existing empirical growth literature has focused on education levels; fewer studies have addressed the potential consequences of inequality within education system. However, relatively large micro literature suggesting that improvements in gender inequality lead to increased efficiency. Moreover, Adeoti and Awoyemi (2006) specifically examined the effect of gender inequality in employment. Finding showed how increased gender inequality decreases productive efficiency as most of the women are less considered. Furthermore, Psacharopoulos (1994) found that returns to female education are positive and higher than their male counterparts. Behrman et al, (1999) found that children of more literate mothers in India study nearly two more hours a night. In addition, gender inequality has been shown to influence a number of development related goals, such as lower fertility rates, higher education rates, and better child health (Schultz, 1993; Quibria, 1995) On a macro level, Esteve-Volart (2004) found that there are higher rates of gender discrimination which exhibit lower economic growth rates compared to others. However, do these concerns effect the growth of the country as a whole? Studies that have included gender-disaggregated measures of education have found varying results. In an extremely influential paper, Barro and Lee (1994) use a panel data set of 138 countries to examine the empirical determinants of growth, including measures for both male and female schooling. In what they see as a puzzling finding, female education is negatively correlated with growth. Barro and Lee attribute this to a sign of backwardness in the society, where gender differences are picking up on aspects of undeveloped countries that may not have been captured with an initial GDP variable. Therefore, such less developed countries may experience higher growth rates due to a convergence Mechanism. Some studies investigating this relationship agree that gender inequality hurts growth. Seguino, (2000a; 2000b) observed that in a sample of export-oriented Asian nations, higher rates of growth are actually correlated with higher rates of gender inequality. She attributes this to the ability of firms to pay female labor less than males without fear of backlash or revolution, thus spurring investment. One key difference between her study and others, besides the different sample of countries, is that she studies gender differentials in wages, not education. This may be an important distinction, as other studies including Klasen (2003) have found that gender inequalities in employment are less significantly related to growth than those in education The Park Place Economist, Volume (XVI16) While numerous studies have examined the empirical determinants of growth, those that have looked at gender inequality have found mixed results. Therefore, this issue warrants further research, and this paper seeks to investigate this issue. 2.4 Research Gap By considering the above reviewed empirical literature, it is evident that a good number of similar researches have been done, but there are a number of gaps left ranging on economic perspectives to gender inequalities toward economic growth, the vast majority of the literature on gender inequality have paid very little attention to different specifications of gender inequality. To try to fill this gap, as in Knowles et al, (2002), he examines three separate measures of inequality. The first measures the differences between average years of schooling in the population, Secondly, in accordance with Esteve-Volart, (2000), a measure of the differential in primary school enrollment is included. Lastly, secondary enrollment has been a common measure of human capital in the economic literature and was found extremely significant in sensitivity analyses (Mankiw et al, 1992; Levine and Renelt, 1992; Sala-i-Martin, 1997). Therefore, it might make sense to think that gender distortions of human capital may show up in differentials in secondary school enrollment. Different from Klasen (2003) and Knowles et al,. (2002), Dollar and Gatti (1999) followed the convention of Barro (1991) and used panel data to study five-year intervals of growth. However, because human capital can be expected to affect country growth in the long run and causes economic inflations and thus affects the GDP of a respective country, Tanzania being one of the countries studied and depicted the same results. 2.5 Analytical Conceptual Framework Independent Variable Dependent Variable   Figure 2.1: Conceptual Framework Source: Agarwala, R.1983 "Price distortion and growth in developing countries". World Bank staff WP # 575) 2.6 Research Hypothesis Hypothesis I  QUOTE   There is no relationship between gender inequality and poor womens economic growth, which is characterized by lack of decision-making and imbalance of power in the communities that diminishes womens sources of livelihood. Hypothesis II ( QUOTE   There is a relationship between gender inequality and poor womens economic growth which characterized by lack of decision-making and imbalance of power in communities that diminishes of sources of livelihood. 2.7 Research Summary By reformulating the variables in the regression, the results clearly show that after controlling for multicollinearity an underinvestment in womens education has a negative effect on growth. Furthermore, there seems to be a definite indication that differentials in primary education matter more than differentials in secondary education, and that gender inequality matters more in developing countries like Tanzania, It is obviously of concern for humanitarian reasons, but there are also additional benefits to the society as a whole from increased gender equality. Furthermore, this seems to suggest that determining exactly where investment in gender equality will reap the most benefits is an area needing more research. It appears from the preliminary results presented here that equality in primary education in developing countries is especially important. As a result, it may be worthwhile to determine the effect of primary education equality on fertility rates, infant mortality, and child education. It may well be that a basic literacy component for women helps greatly in a number of development related goals in low-income countries. If this is true, investments in gender equality in primary education by governments and international organizations will have a beneficial effect on long-term growth rates for years to com CHAPTER THREE 3.0 RESEARCH METHODOLOGY 3.1 Research Design The research design is the conceptual structure within which a research is conducted. The function of a research design is to provide for the collection of relevant information (Ranjit, 2005). The research design is one of the most important tasks in carrying out the survey. This study adopted an explanatory research design in order to investigate the effect of gender inequality toward womens economic growth. The research design used in this study made us analyse the balance between gender inequality and poor country economic growth. 3.2 Research Strategy The researcher used case study as a technique to show how gender inequality has affected womens economic growth, this technique show how the two variables of gender inequality and economic growth vary, by tracing peoples history and take that as a ratio to evaluate the impact of this study. Gender inequality in developing countries has been publicized in the last twenty years. Across the globe, women are less educated and receive worse health care than their male counterparts (Quibria, 1995; World Bank, 2000). Again, gender inequality should not be taken as a ratio between males and female in the society as it can cause multicollinearity an equal relationship between male and female). This research seeks to avoid this problem by reformulating gender inequality as a ratio instead of simply examining female and male education as separate factors. 3.3 Survey Population According to Kothari (2007), the term population means an entire group of individuals, events or objects that have common observable characteristics. It refers to all elements that meet certain criteria for inclusion in a given universe. The study used a case study based approach and targeted population of Microfinance institutions of Tujijenge, VICOBA and Chipua staff as well as their beneficiaries who are mostly women. Sixty (60) respondents, which is 14percent sample of the 430 total beneficiaries, were selected for the study. On the other side, 15 respondents who are staff from the microfinance institutions were purposive selected. 3.4 Area of the Research Study The study was conducted at Chipua, Tujijenge and VICOBA microfinances all located in Temeke district, Dar es Salaam Region. The choice for the selected research area and microfinance institutions was due to the fact that they are both located in Dar es Salaam which makes it easy for the researcher to meet and interact with the selected respondents during data collection. Moreover, both institutions were selected as they have information, which can be easily accessed by the researcher in the process of investigating the core questions of the study. Due to the budget constraint and short time frame of the research, the researcher selected the said research site as being appropriate. 3.5 Sampling Design and Procedures According to Kothari (2007), a sample is a collection of some parts of the population to be a true representative of the population. Sample size refers to a number of items selected from the population. While sampling procedures are defined as a process of selecting a number of individuals or objects from a population such that the selected group contains elements representative of characteristics found in entire group (Kothari, 2007). This study employed both probability and non-probability sampling techniques. In probability sampling, the researcher specifically used random sampling technique where selected members had an equal opportunity. This technique was used in selecting respondents who were interviewed through the questionnaire. In non-probability sampling, purposive sampling technique was used in selecting key informants who were staffs working in the selected microfinance institutions. 3.5.1 Variables and Measurement Procedures The main variables of the study are gender inequality and economic growth. This research used standard questions adopted from previous studies to measure the variables. 3.5.2 Gender Inequality Gender inequality is measured by gender inequality index (GII), which was defined by (Dijkstra 2002, 2006) to be a relative measure. GII has to measure gender inequality and does not include an absolute female level of well-being. Indeed, inequality exists if the situation of one can be compared to the situation of a group (Johnson (1985)). Female share and female to male ratio do not pose a problem but males situation is considered to be an absolute reference example, in inheritance rights and the percentage of households headed by women Access to education is measured as an arithmetic average of male-female ratio in literacy rate, in net school enrollment, in primary, secondary and tertiary For example, Dijkstra provided a questionnaire that shows the indicator of women's freedom of movement which was coded 0 if women have no restrictions to move outside the home; 0.5 - Some women can leave home sometimes, but with restrictions; 1 - Women can never leave home without restrictions (i.e. They need a male companion, etc.). This indicator describes the relative situation of women in comparison to men. In addition, that has affected more women than men. 3.5.3 Economic Growth Human capital plays an important role in the process of economic development. This study includes two measures of human capital, one being the overall health of the country by using, the log of the average life expectancy of the population. The other one is the education level of the society. As a measure of education, this study will use the average years of schooling of the adult correspondents. This is the same measure, which was used by Knowles, Largely, and Owen (2002), (Mankiw, Romer, and Weil 1992; Dollar and Gatti, 1999). The former measure, according to Klasen (2003), does a particularly good job because it captures adults who obtained some amount of education but did not finish secondary school. The researcher will interview selected population to measure employment and income. Generating refers to the distribution of paid and unpaid work, wage differential, formal and informal labor (Dijkstra (2002). 3.6 Methods of Data Collection 3.6.1 Questionnaire A questionnaire is a set of questions, which are sent to the selected respondents to answer at their own convenient time and return the filled in questionnaire to the researcher. Three reasons for using a questionnaire include its ability to cover a large sample size at a low cost and give a respondent adequate time to give well thought-out answers (Saunders, Lewis & Thornhill, 2012). The questionnaire was divided into two sections. The first section sought to obtain personal information of respondents while the second section contained questions of the subject matter. The questionnaire contained close-ended questions for easing data processing. 3.6.2 Key Informant Interview Key Informant Interviews guide (KIIs) was used to gather qualitative data from staff working with microfinance institutions. KIIs is very vital as it helps us to understand the different perspectives from the indirect beneficiaries especially government officials and other people in the community who are knowledgeable of the area researched. 3.7 Validity of the Instruments Validityis the extent to which an instrument measures what it is supposed to measure and performs as it is designed to perform. It is rare, if nearly impossible, that an instrument be 100% valid, so validity is measured in degrees. As a process, validation involves collecting and analyzing data to assess the accuracy of an instrument. There are numerous statistical tests and measures to assess the validity of quantitative instruments, which generally involves pretesting of the data collection tools. Before the actual data collection from the field, the researcher did a pilot study to test the validity and usefulness of the developed data collection tools (Questionnaire and Key Informant Interview guide questions). The pilot was conducted in Kinondoni district where randomly selected people were interviewed. External validity is the extent to which the results of a study can be generalized from a sample to a population. Establishing eternal validity for an instrument follows directly from sampling. Recall that a sample should be an accurate representation of a population, because the total population may not be available. An instrument that is externally valid helps obtain population generalizability or the degree to which a sample represents the population. Content validityrefers to the appropriateness of the content of data collection tools. In other words, do the measures (questions, observation logs, etc.) accurately assess what you want to know? This is particularly important with achievement tests. The researcher designed and developed questions based on the objectives of this research. Since the study had three specific objectives, the researcher did develop questions based on the length of information needed per each objective. This involved taking representative questions from each of the objectives of the study and evaluating them against the desired outcomes. 3.8 Data Analysis and Collection 3.8.1 Types of Data The task of data collection followed after the research problem was defined and research design chalked out (Kothari, 2007). In this research, two types of data, namely primary and secondary data were collected. 3.8.2 Primary Data The primary data are those, which are collected afresh and for the first time and thus happen to be original in character. In this study, primary data were collected from respondents through questionnaires and interview. A questionnaire was specifically designed to answer research questions and attain research objectives. 3.8.3 Secondary Data Secondary data, on the other hand, are those, which has been collected by someone else and passed through statistical process. Secondary data for this study were collected from books, journals, articles, reports and newspapers, both published and unpublished, as well as from online sources. CHAPTER FOUR 4.0 RESEARCH FINDINGS 4.1 Introduction This chapter presents the findings from the study based on the triangulated findings from various information sources. We start by reviewing the general levels of knowledge and awareness of the respondents about the topic that the researcher is researching. The rest of the section presents the findings based on the different research questions and lastly it presents the hypotheses testing and general lesson learned. 4.2 Responses Profile 4.2.1 Socio-Demographic Characteristics of the Respondents 4.2.1.1 Age of Respondents Table 1 presents the ages of respondents. The ages of a large proportion of the respondents were 31+ years old which is 44percent. This is followed by age group of 26-30 years which constitutes 27percent and the age group of 20-25 years gives 25percent of all interviewed people. Table 4.1: Age Group of Respondents FrequencyPercentValid PercentCumulative PercentValid15-1923.43.43.420-251525.425.428.826-301627.127.155.931+2644.144.1100.0Total59100.0100.0Source: Research Findings, 2017 4.2.1.2 Level of Education of Respondents Figure 2 below presents the level of education of respondents. This study indicates that 98percent of the respondents reported having attended school. The majority of the inhabitants attained primary education by (69.5percent) and some never went to school (3percent). Very few (16.9percent and 8.5percent) attended secondary and tertiary/college education level and only 1.7percent completed university education. These findings indicate that the majority of the interviewed women did not have an opportunity to get and complete good education at university level as many ended up with primary education.  Figure 4.1: Level of Education of Respondents Source: Research Findings, 2017 4.2.1.3 Occupation of Respondents The findings of this study show that all interviewed respondents are engaging in some own small businesses, which fall under informal sector. The most mentioned small businesses were food vending (46percent), selling vegetables (25percent), Selling Mandazi and chapati (12percent), selling clothes (7percent), sewing (7percent), and other similar small business (3percent) (Figure 3).  Figure 4.2: Respondents Occupation Source: Research Findings, 2017 4.3 Findings by Research Questions 4.3.1 Communitys Perspectives with regard to the Concept Of Gender Inequality 4.3.1.1 Community Knowledge on Gender Inequality Gender inequality is defined and understood differently among groups of people in the community. For the sake of this, study most of the interviewed people defined gender inequality as the imbalance of power between males and female whereby men are superior to women. Men are superior in a sense that they are heads of the families, main decision makers and women are just followers. This is characterized by women being discriminated and segregated, denied their rights such as the right to work and being paid well, not given good positions just because are women and not allowed to own properties such as land. Table 2 shows various responses as collected from the Key Informants working from three microfinance institutions (VICOBA, Chipua and Tujijenge) as recorded during interview: Table 4.2: Community Perceptions on Gender Inequality THVICOBACHIPUATUJIJENGEDefinition of Is the situation where women are not treated the same as men or being denied by their rights. Mens oppressing women Taking advantage of innocent women whom cannot support/help themselves without the support of a man.It is segregation of women from social-economic shares of life. Is prohibiting women to engage in social economic activities. Is segregating women from economic activities or violating their rights. Discriminating women to engage in social economic activities.Imbalance of power between males and female. Is prohibiting women to engage in social economic activities. Lack of confidence among women, which subjects them into abuse and discrimination. Is the situation where equal opportunity is not given to all people in the community or work place.Source: Research Findings, 2017 The finding of this study further revealed that almost all interviewed people reported to have heard about gender and gender inequalities. When asked on where did they hear about gender and gender inequality? Majority mentioned schools, media and parents/guardians (Table 4.3 &4.4). Table 4.3: Where Did you Hear about Gender? FrequencyPercentValid PercentCumulative PercentValidSchool2745.845.845.8Friends610.210.255.9Media1016.916.972.9Parent/guardians1627.127.1100.0Total59100.0100.0Source: Research Findings, 2017 Table 4.4: Where Did you Hear about Gender Inequality? FrequencyPercentValid PercentCumulative PercentValidSchool2033.933.933.9Friends915.315.349.2Media1830.530.579.7parents/guardians1220.320.3100.0Total59100.0100.0Source: Research Findings, 2017 The results of this study shows that the majority of the respondents had heard about gender and gender inequality from schools and through media such as radio and televisions. These are two major sources of information where people use to access gender information in Tanzania. It is surprising that parents/guardians fall into the third position in terms of the source of information on gender issues. The family ought to be the top in terms of information acquisition on gender issues but the situation of the gender inequalities is not addressed at this stage. In fact, most of the gender inequality practices are happening at the family level. For example, boys and girls are treated differently whereby boys are more favoured and seem to enjoy most of the children rights including going to schools, on the other side girls are given less priority thus spending much time taking care of the kitchen works like cooking and fetching waters for the family use. 4.3.1.2 Community Perception on Women Table 4.5 shows the magnitude of gender inequality is in the community. When answering the question on whether gender inequality is a problem in their community, 93 percent of the interviewed people replied YES while 1.7 percent said NO and 5.1percent reported to be not sure. It is clear from a finding that gender inequality is public problems that should be eliminated in the community for the well-being of the community and the nation at large. Table 4.5: Magnitude of Gender Inequality in the Community FrequencyPercentValid PercentCumulative PercentValidYes5593.293.293.2No11.71.794.9Not sure35.15.1100.0Total59100.0100.0Source: Research Findings, 2017 Like in other African communities and the world, at large women are perceived differently from men. The information collected from the Key Informant Interview indicated that, while men are perceived as head of families, leaders, rulers and decision makers at the National level, women are perceived as weak beings, homemakers, supporters and followers of men. This perspective is more of culturally constructed with very strong belief practiced for many years. Table 4.6 summarizes key informant responses on how women and men are perceived in the community or place of work as collected from three Microfinance Institutions. Data from Key Informants tally well with information collected through questionnaire whereby men are the heads of family (45.8percent), both women and men are heads of the family (35.6percent) others findings are as indicated in Table 4.7. Table 4.6: How Women are Perceived in the Community THEMEVICOBACHIPUATUJIJENGEhow do women and men perceived in the community/work placeMen are head of families, leaders and owner of properties, are everything and can do anything. Women are supporters, homemakers and own nothing except kitchen utensils, are weak beings. Men are head of families, are wise, hard workers and committed. Women are seen as vulnerable, lazy and family supporters. Men are leader, wise, hard workers and committed. Men are bosses and have creative mindsets. Men are resource owners at all levels. Women are treated like homemakers and have no right to own anything. Women are followers. Lazy and supporters.Source: Research Findings, 2017 Table 4.7: Community Perception on Women FrequencyPercentValid PercentCumulative PercentValidMen are the heads of the family2745.845.845.8Female are the heads of the family46.86.852.5Women and men are heads of the family2135.635.688.1Men are decision makers23.43.491.5Female are decision makers11.71.793.2Female and men are decision makers46.86.8100.0Total59100.0100.0Source: Research Findings, 2017 Although the results of this study indicated that men are perceived as heads of the family, wise, owner of the family properties, decision maker: women had different perspectives when asked whether they have the same perspective like others on gender inequality (Table 8 below). About 54.2percent of the interviewed women said they do not have that perspective as they consider themselves equal to men and in some cases are more than men. The major challenge is they have never been given an opportunity to prove themselves in the community. Table 4.8: Women Perspective on Gender Inequality FrequencyPercentValid PercentCumulative PercentValidYes2542.442.442.4No3254.254.296.6Not sure23.43.4100.0Total59100.0100.0Source: Research Findings, 2017 4.3.2 Factors causing Gender Inequality The second question that this study intends to investigate is factors causing gender inequality in the community. In responding to the question different views collected from the field including that from Key Informants Interviews and questionnaire. The results indicated in Table 4.9 & 4.10. Table 4.9: Key Informant Responses on Factors causing Gender Inequality THEMEVICOBACHIPUATUJIJENGEcauses of gender inequalityBad cultural believes Lack of education Lack of confidence Low education from the community Cultural and religious practices Lack of education Traditional beliefsLack of education. Cultural and religious practices, Bad cultural practices. Poor government policiesSource: researcher, 2017 Table 4.10: Causes of Gender Inequality in the Community FrequencyPercentValid PercentCumulative PercentValidBad culture711.911.911.9Family structure2542.442.454.2Ignorance2033.933.988.1Do not know58.58.596.6Not sure23.43.4100.0Total59100.0100.0Source: Research Findings, 2017 The findings of this study indicate that major causes of gender inequality are cultural and religions, lack of education, bad cultural practices, family structure and ignorance among the community members. Moreover, poor or weak government policies were also mentioned to be one of the key factor causes gender inequality. When answering the question that asked whether women are the victims of gender inequality, 62.7 percent of the interviewed said yes, 8.5 percent said no, 6.8 percent did not know and 22 percent were not sure on whether those factors are real causes of gender inequality in their community. Those replied no they reported that the main cause of gender inequality is violence, which is an intentional use of physical force or power, threatened or actual, against oneself, another person, or against a group or community that either results in or has a high likelihood of injury, death, psychological harm, maldevelopment or deprivation. 4.3.3 Effects of Gender Inequality on Womens Economic Growth The third question, which the study intends to respond, is how does gender inequality affect womens economic growth? This was the key question asked by the researcher during the interview all respondents accepted the fact that gender inequality affects women economic growth. It further revealed by this study that gender inequality affects womens economic growth through less consideration on job opportunities as men. (42.4 percent), womens role being to take care of the family (50.8 percent) and not educated as men (6.8 percent). The similar results obtained from the key informant interviews as summaries in Table 11, collected from key informants in three Microfinance institutions (VICOBA, Chipua and Tujijenge) in Temeke district, Dar es Salaam. Table 4.11: Effects of Gender Inequality on Women Economic Growth economic effects of gender inequality to womenNo progress in their businesses thus ending up doing small businesses like selling Chapatti and Mandazi. It causes poverty. Women are neither producing nor engaging in economic activities. Women are denied to engage in economic activities.They are not valued, thus less engaged in economic activities. Extremely poverty due to failure of engaging in economic activities. Women are prohibited to engage in economic activities and thus remain poor, which subjects them to abuse and violence. They end up being dependent and thus family suffers from poverty when their husband dies.They cannot invest for the future of their families. Extremely poverty due to failure of engaging in economic activities. Failure to establish business due to lack of business skills and knowledges. It hinders women to access resources such as land, which they can use in production.Source: Research Findings, 2017 Findings from respondents collected through questionnaire indicated 55 percent reported to perceive women and men differently in the community because there was no equality observed and practiced between them. 37 percent said women are less considered in work opportunities. Moreover, in answering the question on whether women are given equal job opportunities, as mens 71 percent said no, 16percent said yes, 3.4 percent said do not know and 8.5 percent were not sure. Other results are indicated in Figure 4.3 and Table 4.12.  Figure 4.3: Provision of Equal Job Opportunities as Men Source: Research Findings, 2017 Table 4.12: Responses on whether Women are given Equal Job Opportunities in the Community Are the women given equal job opportunities in your community/ work place?-No, because women are treated as people who cannot perform their duties to the fullest because they are slow Yes, because are the members of our institution. No and especially Married women are prohibited to work they need to stay at home and take care of children. No, due to poor perception developed by communities that woman cannot perform exactly as men. No, due to family obligations and cannot fulfil their roles. Yes, all members are women and they are supposed to workYes, because they both have equal qualification. No due to poor perception developed by communities that women cannot perform as men. No because some tasks cannot be well accomplished by women such as loan officers. Many women lack skill and confidence to compete in interviews due to some reason, one being low self-esteem.Source: Research Findings, 2017 As most of the respondents accepted the reality that women are not given the same job opportunities as men (see Figure 12 above), the main reasons given were: mens are skilled than womens (36.4percent), women are weak being (32.7percent), women can only do some jobs (14.5percent), do not know (9.1percent) and not sure (7.3percent). 4.3.3.1 Role of Women and Men in Economic Development Women and men have an equal role to play in economic development. This study found 88percent of the respondents reported to be aware of the fact women and men have an equal role to play in economic development, 10.2percent said only men are the main contributor and 1.7percent reported that only women have the main role to play in economic development. In answering the question whether women are restricted to engage in saving and credit schemes 62.7percent of the respondents reported that women are not restricted to engage in saving and credit schemes. 35.6percent said yes women are restricted and 1.7percent said they do not know. As shown in Figure 4.4.  Figure 4.4: Women Restriction on Saving and Credit Schemes Source: Research Findings, 2017 Those responded that women are restricted to engage in saving and credit schemes provided reasons such as ignorance (50 percent), lack of support from their spouses/partners (25 percent) and lack of assertiveness among women/girls (25 percent). One major reason mentioned by key informants was cultural belief that womens role is to take care of the family. 4.4 Hypothesis Testing The hypothesis is a specific statement of prediction, which is described in concrete (rather than theoretical) which terms what a researcher will expect to happen in her/his study. Not all studies have hypotheses. Sometimes a study can be designed to be exploratory. Hypothesis testing normally involves the formal procedures used by statisticians to accept or reject statistical hypotheses. This study used the following steps in testing the study hypothesis: Formulated the null hypothesis  QUOTE   (commonly, that the observations are the result of pure chance) and the alternative hypothesis  QUOTE   (commonly, that the observations show a real effect combined with a component of chance variation). These are as shown below: Hypothesis I  QUOTE   There is no relationship between gender inequality and poor womens economic growth, which is characterized by lack of decision-making and imbalance of power in the communities that diminishes womens sources of livelihood. Hypothesis II ( QUOTE   There is a relationship between gender inequality and poor womens economic growth, which is characterized by lack of decision-making and imbalance of power in communities that diminished women sources of livelihood. The researcher identified and used a Chi-Square  QUOTE  as a test statistic to be used in assessing the truth of null hypothesis. The Chi-Square value was calculated by the Statistical Package for Social Sciences (SPSS version 21). In the process of calculation, the researcher studied various parameters falling under the gender inequality with their effects on womens economic growth as shown in the table below: P-value computation was done by SPSS software, P-value is the probability that a test statistic at least as significant as the one observed would be obtained assuming that the null hypothesis were true. The smaller the P-value, the stronger the evidence against the null hypothesis (see Table 4.13 ). Table 4.13: P-value Results as Calculated from Chi-Square Gender Inequality pararsWomens Economic Growth ParametersHeard about Gender InequalityGender Inequality is a problem in the communityCommunity perception on womenWomen0.644Women a0.166Women r0.820  Looking at the p-value calculation in (c) above indicate that there is close relationship between gender inequality and womens economic growth. The findings show that gender inequality being a problem in the community has significant effects on women being not given the same work opportunities as men. On other hand, women being restricted in engaging in saving and credit schemes found to have no significant effects on women s economic growth. Comparing the p-value to an acceptable significance value alpha   (sometimes called an alpha value). This study found that gender inequality key parameters (women being given the same work opportunities as men and magnitude of gender inequality as a problem in the community is significant by  QUOTE  as compared to an acceptable significance value, which is  QUOTE  . Since the P-value, which is the probability, value which range between QUOTE  . Being the fact, observed effect is statistically significant, the null hypothesis is ruled out, the alternative hypothesis is valid. 4.5 Lesson Learnt Based on the findings of this study, the following are lesson learnt: Gender Inequality is still a problem in Tanzania and Africa at large. It is strongly rooted in peoples norms, values, beliefs, and culture. Women are perceived as weak thus less considered into work opportunities, all high positions in public and private organizations are reserved for men; only a few women have been able to get them. Although women are not restricted to engage in saving and credit schemes, but still have not been able to access many funds from financial institutions. The majority of women have excellent loan repayment records; but they are less represented in the portfolios for micro-producers, and borrows on average or smaller amounts than men. High community awareness on the negative impacts of gender inequality on womens economic growth is positive sign towards fighting gender inequality, the more community members are aware of the problem, means the problem is half way solved. The community understanding of the role of women and men and their contributions towards economic development is equally the same. 4.6 Summary According to the findings through different methods applied, it was noted that there is high awareness among the community on the gender inequality problem and its effects on women and the economic growth. Bad cultural beliefs, lack of education, religious practices and poor government policies were mentioned as the major causes of gender inequality in the community and workplaces. The major economic effects of gender inequality on women are: Low progress in their businesses which results in doing small scale businesses like selling Chapatti and Mandazi, denial of their rights to engage in economic activities, Failure to establish business due to lack of business skills and knowledge and extremely poverty due to failure of engaging in economic activities. In order to eliminate the gender inequality, this work proposes serious sensitization programs to community members, provision of gender equality education from family level and prioritizing of women empowerment programs. CHAPTER FIVE 5.0 DISCUSSION OF FINDINGS, CONCLUSION AND RECOMMENDATIONS 5.1 Introduction This chapter presents a discussion of the research findings, conclusion, and recommendations. The first part of this chapter discusses research findings in relation to the research questions; each study question is discussed in comparison with other secondary data available in Tanzania and Africa at large. The second section of this chapter presents some key recommendations for all levels and the last section is presenting the key issues for further research. 5.2 Discussion of Findings 5.2.1 Communitys Perspectives with Regard to the Concept of Gender Inequality Community knowledge on gender inequality is very high, majority of the interviewed people demonstrated perfectly that are aware of this problem. Almost all respondents reported that gender inequality is all about male dominance with no room for women. That being the fact, men are considered to be superior over women, men are rulers, decision makers and women are followers. Over 90% of the respondents confirmed that gender inequality is a chronic public problem in Tanzania and the world at large (Table 4.5). The findings of this research confirm that community perspectives with regard to gender and gender inequality in Tanzania and the world at large have never changed since prehistoric period. According to the available literature (Okeyo, 1980; Guyer, 1981; Leacock and Etienne, 1991; Terborg-Penny, 1987; Mbilinyi, 1992; Kaihula, 1995; Makombe et al., 1999), there is enough evidence to trace the evolution of gender relations in Africa and elsewhere. For example, contrary to what has been contended by some literature, Leacock and Etienne, (ibid) and Okeyo (ibid) argue that in pre-colonial Africa there were instances where women did not occupy a subordinate and a completely powerless position in the society as exemplified by women members in the aristocracies of the Kingdoms of Swaziland and Ethiopia. The authors assert also that a similar situation was prevalent in some of the indigenous American societies. This nature of gender relations during this period has led some scholars (Meillassoux, 1975; Mathurin, 1975; Kjaerby, 1979; Terborg -Penny et al, 1987) to describe them as being complementary and separate at the same time whereby men were ascribed to higher status while women were depicted as saddled with domesticity. This study found that gender inequality is perceived as discrimination against women based on their sex, men are considered as leaders and the main decision makers at family and national level. Mbughuni, 1994, Muro, 1994, Makombe et al., 1999, reported similar results Women are traditionally considered by the society as the weaker sex. She has been accorded a subordinate position to men. She is exploited, degraded, violated and discriminated both in our homes and at outside world. This peculiar type of discrimination against women is prevalent everywhere in the world and more so in Tanzanian society. Gender inequality varies across cultures, not only in its extent or degree but also in its forms. There is no country in the world in which women and men have equal status. The World Economic Forum, 2011, 2013 reported that although much progress has been made in closing the gender gap in areas such as education, health care, employment, and government, gender inequality is still prevalent throughout the world. The Government of Tanzania (GoT) has made significant formal commitments to gender equality, ratifying international and regional agreements such as: The Convention for the Elimination for all Forms of Discrimination against Women (CEDAW); the 2003 Protocol to the African Charter on Human and Peoples Rights on the Rights of Women in Africa; and the 2008 Southern African Development Community (SADC) Protocol on Gender and Development. The Ministry of Community Development, Gender and Children was first established in 1990, and together with its counterpart in Zanzibar, the Ministry of Youth Employment, Women and Children Development, has mandated to formally promote womens advancement. Tanzanias 1977 Constitution emphasizes the equality of each person and aims to safeguard gender freedom, while Vision 2025 stipulates equality between men and women as laid down by the Constitution. It recognizes gender equality and the empowerment of women as a necessary objective in achieving Tanzanias development Vision. Despite this relatively enabling legal and policy environment, on a global level Tanzania remains comparatively unequal, ranking 125/188 in the Gender Inequality Index. The statutory legal system is, in effect, limited by ongoing adherence to religious and customary laws. As noted by the Norwegian aid agency in 2012, progress is inhibited by weak implementation strategies at different levels, limited political will and leadership, non-functional accountability and coordination systems for promoting gender equality, limited financial and resource commitment, and inefficiencies in the application of gender mainstreaming. Compared to men, women in Tanzania are more likely to have never attended school, to be illiterate, to be HIV positive, and they face a higher risk of physical violence. Over a third of reproductive-aged women (39%) have experienced physical violence, and for most women, decisions on their own health care, major household purchases and familial visits are rarely made without male input. 5.2.2 Factors causing Gender Inequality This study found that community has high awareness of the factors causing gender inequality, over 80 percent of respondents mentioned at least 1-2 factors (refer Table 9 &10). Majority of the mentioned factors can be grouped as cultural, insufficient gender education, family structure and ignorance. This shows that gender inequality has its origin from the cultural practices which have been passed onto one generation to another thus became part and parcel of the particular communities. Moreover, understanding of why men and women are different is tied with the question of the origin of gender inequality. Since prehistoric time to date men and women have been treated and perceived differently. The gender roles assigned to men, women are significantly defined structurally, and culturally in ways, which create, reinforce, and perpetuate relationships of male dominance and female subordination. Through the process of socialization within the family, in educational institutions and other social spheres, boys and girls are conditioned to behave in certain ways and to play different roles in society. They are encouraged to conform to established cultural norms by being rewarded or punished for their behavior. At times, the places women occupy in society are essential zed through claims of innate predispositions. This conditioning and stereotyping could easily have the effect of questioning the capability of girls and women to perform certain tasks. Repeated regularly, it solidifies and become difficult to uproot from the mental frames of people (Seema, 2014). The study done by Njogu and Elizabeth 2008 on the gender inequality and women's rights in the great lakes found that not just through socialization that inequalities are planted. Glaring gaps in policy, legal frameworks and investment opportunities make it difficult for women to perform to their full potential in social, economic and political spheres. For example, government policies and practices may view the informal sector) and subsistence farming, dominated by women, as not requiring as much support as the foreign exchange earnings and export-oriented economic activities associated with men. The lack of support leads to poor performance and sustainability. However, a closer look at sub-Saharan Africa shows that the survival of many countries depends heavily on activities associated with women in the informal sector. Furthermore, there are laws that deny women access to land ownership and opportunities to invest freely. These laws function as a handicap to womens economic capabilities and perpetuate a culture of dependence. Yet the economic independence of women is a major stage in bridging inequalities, preventing violence and fostering self-esteem and well-being. Economically independent women are more likely to assert and demand their rights whenever violated. They are also likely to mentor girls and function as their role models (Njogu and Elizabeth, 2008). Sex in the sense of physical difference is distinct from gender (masculine and feminine), which concerns cultural and psychological differences. It is not easy to determine which observable differences are due to biology (sex) and which are socially constructed (gender). Some researchers claim, for instance, that hormones explain such differences as greater male aggressiveness, but it may be that aggressive behavior causes changes in hormone levels. Studies of gender differences from a variety of human societies have shown no conclusive evidence that gender is biologically determined; rather, biological differences seem to provide a means of differentiating social roles. Studies of parent-infant interactions reveal that boys and girls are treated differently from birth; the same features and behaviors are interpreted as either masculine or feminine, depending on the parents' expectations. The finding of this study indicates that major factors of gender inequality are culture and tradition, Religion, lack of empowerment, Mentality and lack of proper education (Table 9 & Table 10). Expectations about attributes and behaviors appropriate to women or men and about the relations between women and men, in other words gender is shaped by culture. Gender identities and gender relations are critical aspects of culture because they shape the way daily life is lived in the family, but also in the wider community and the workplace. Gender (like race or ethnicity) functions as an organizing principle for society because of the cultural meanings given to being male or female. This is evident in the division of labor according to gender. In most societies, there are clear patterns of womens work and mens work both in the household and in the wider community and cultural explanations of why this should be so. The patterns and the explanations differ among societies and change over time. Despite the huge efforts done by the Government of Tanzania and other development actors, there has been a very slow progress in terms of addressing the gender inequality. Lack of political will, lack of gender related policies enforcement, failure to adhere with some gender related global and regional agreements and lack of resources are some of the factors that hindering the attainment of gender equality. 5.2.3 Effect Of Gender Inequality on Womens Economic Growth This study found out that there is significant correlation between gender inequality and womens economic growth. Inspite of the reported high knowledge on gender inequality (Table 5) and despite the huge effort done in addressing this chronic problem in the community, gender inequality is still causing the unspoken pains among women in Tanzania and Global at large. This study found out that women are less considered in all aspects of life such as economically, politically and socially despite the fact that they are making the largest percent of the population. Table 11 and Figure 4 of this study clearly indicate the major effects of gender inequality on womens economic growth. Majority reported that the increase of poverty among women, denial of their rights to own properties such as land are some of the effects. Women are less considered in job opportunities as compared to their counterpart men. All these negative effects can be translated largely in the economy; if all people (men and female) are given an equal job opportunity it is likely that the economy will grow very fast. Stephan Klasen of the University of Munich published a broad statistical analysis of possible reduction of economic growth by gender inequality factors) in 1960 to 1992 (Klasen, 1999, Baten, 2004). By the use of cross-country and panel regressions, he found that there is a notable and negative influence of gender inequality in the economic development. Most importantly, a bias in education directly affects economic growth via lowering the average quality of human capital and inequality in employment is linked with lower growth. Gender inequality in education also seems to influence other factors impeding economic growth, such as fertility and child mortality rates, thus indirectly lowering economic progression. This study will base the discussion on effects of gender inequality on womens economic growth by looking at two fundamental categories, which are Economic Participation and Opportunity and Educational Attainment. 5.2.3.1 Economic Participation and Opportunity While the community understands that women and men have equal role to play in economic development, this study further observed unequal economic participation and opportunities between men and female. While men are occupying high positions in most of the work places, women are out. That being the fact, gender inequality in livelihoods contributes to inequality in other domains (Collins et al., 1993; (Njogu and Elizabeth, 2008). Seguino, 2013b). Womens lower incomes and more limited access to other resources required to secure a livelihood such as land, credit and assets reduce bargaining power within households. As such, women experience restricted ability to exercise their preferences in the gender division of unpaid/paid labour, the allocation of household income and their ability to exit harmful relationships. Numerous studies find that employment is a key mechanism for promoting gender equity and that gender equality in this domain can leverage change in other domains (Seguino, 2007; Ridgeway, 2011; Kabeer et al., 2013). Of course, it is not just access to employment or livelihoods, but also the relative quality of jobs that matters for economic empowerment. Segregation of women in low-wage insecure jobs will do little to improve their bargaining power if male household members have disproportionate control over good jobs. 5.2.3.2 Educational Attainment According to the Global Gender Gap Index by the World Economic Forum (WEF) in 2013, Tanzania is ranked 118th among 133 countries. This indicates that there is still a big gender gap between boys and girls enrolled in education institutions. In the 2012 Population and Housing Census (2012 PHC), this clearly shows that the literacy rate was high among men as compared to women. This is a vivid evidence of the fact that there is high favoritism of the community on male (boy) education as opposed to female (girl). The results further showed that there is high enrollment rate among boys in primary and secondary schools, moreover, the girls rate to remain at schools after enrollment tend to decline due to early pregnancy and economic hardship. Gender inequality in education and access to resources prevent the reduction in fertility and child mortality and expansions in an education of the next generation. A large literature documents these linkages (Klasen, 1999, Murthi, Guio and Dreze, 1995, Summer 1994, Thomas, 1990, 1997, World Bank 2001). Thus, gender bias in education generates instrumental problems for development policymakers as it compromises progress on these other important development goals. Moreover, inequality in education has a negative impact on economic growth, education is a tool used to create the competent human capital who are the key player in the economic development. If only a few people are educated and the rest are not thus will directly reduce the working force which then will lead to the low production hence low Gross Domestic Product (GDP). Gender equality is one of the fundamental human rights to be enjoyed by all human being. Countries with small or zero gender gap such as Scandinavian countries are highly experiencing economic and social development. Development occurs when there is an equal distribution of resources and when all people, regardless of their sex and ethnicity, are equally given the opportunities to participate in the economic activities. It is the fact that, women have the big role to play in the economy. For the years now, most of the African countries economy has been supported by the women who are almost all engaged in the informal sector. There is the need for government to enact some good policies, which favor womens participation in the economy and other community decision-making bodies. 5.3 Conclusion 5.3.1 Communitys Perspectives with Regard to the Concept of Gender Inequality Despite the efforts done by governments, private sectors and other development actors in addressing the effects of gender inequality in the community, the community perspectives with regard to the concept of gender inequality has not changed. Women are still observed as mens followers, weak and cannot be compared by their counterpart men in their contribution to the economy. Moreover, some roles in the community are still considered as to be done by only women such as cooking and taking care of the children. Men their counterpart are still considered as heads of the family, leaders, strong, brave and are the provider of family basic needs. Eliminating gender inequality is not a one-time event; it is a process that requires the joint efforts by applying multi-sectoral approach backed up with a honest political willingness. It is not the role of a single entity let say government to deal with gender inequality, instead various development actors are required to support. Government has enacted some good gender policies and signed a lot of International convention agreement that seek to address the gender inequality in Tanzania and World at large. There is business as usual due to the fact that these policies and conventions agreements are not well enforced accompanied by lack of political willingness. 5.3.2 Factors Causing Gender Inequality While causes of gender inequality in the community are different identified based on the particular community, this study found that major factors of gender inequality are culture and tradition, religion, lack of empowerment, mentality and lack of proper education. Despite of many factors identified, all can be grouped under one term culture. Culture is the total way of life which particular community have such as language, technology, how children are raised and beliefs. Culture differs from one community to another thus different ways in which people associate or relate. The relationship between men and women are determined by their culture. In Tanzania and Africa at large consider that women are responsible in taking care of the children and do domestic works and men are responsible in looking for the food or income to feed their family. That being the fact, women and especially the married women are not supposed to be employed as their husbands will provide everything for them. This notion has been translated that all jobs are reserved for men thus creating inequalities between men and women in accessing jobs. While all men and women deserve to be treated equally in accessing jobs, women are denied with this right simple because are women. 5.3.3 How Gender Inequality affects Womens Economic Growth The impact of gender inequality has left unspoken pains among the marginalized groups of people and especially women in the community. Despite the fact that women are making up largest percent of the population, but are the most people left behind and not involved in all spheres of life. The different pieces of research indicate that women are less represented in the decision making bodies in the community and all good jobs are under the mens possessions. As the effect of gender inequality, women are the poorest people in the community, denied with job opportunities, less educated which makes them not fit for employment opportunities. In order to address these effects it require joint efforts from different development actors such as non-government organizations, private sectors, government and individuals. Government has a role of setting up the good infrastructure and conducive environment by making sure that there an equal consideration in job placements between men and women. Moreover, community sensitization and awareness raising programs need to be initiated. Formulation of laws such as return to school policy which work in favor of in school girls and young mothers to be provided with second chance to return to school after delivery. This policy should work hand in hand with the development of by-laws which are meant to fasten the implementation of the return to school policy at the rural areas. 5.4 Recommendations Based on the findings and discussion, this study recommends the followings from respondents opinions as grouped according to the research questions Concept of Gender Inequality This study recommends that there is a need to organize a sustainable community awareness and education programs on the gender equality. To make it continuous, various modes of delivering this program in Tanzania could be the use of the media such as TV, Radio, newspapers, the Internet and other face-to-face approaches. Campaigning and raising awareness among young men and women, parents, teachers and employers about gender-stereotypical attitudes towards academic performances and the likely consequences of overall educational choices for employment and entrepreneurship opportunities, career progression and earnings; Factors causing Gender Inequality In order to fight gender inequality, it is recommended that the government, parents and teachers should ensure that boys and girls have equal access to good-quality education, equal rights and opportunities to successfully complete schooling and in making educational choices; reviewing and where necessary adapting school and early childhood education curricula, teaching and school practices to eliminate gender discrimination and stereotyping; The respondents further recommended that in order to eliminate the discriminatory gender wage gap there is a need of strengthening legal framework and its enforcement for combating all forms of discrimination in pay, recruitment, training and promotion; promoting pay transparency; ensuring that the principle of equal pay for equal work or for work of equal value is respected in collective bargaining and/or labour law and practice; tackling stereotypes, segregation and indirect discrimination in the labour market, notably against part-time workers; promoting the reconciliation of work and family life; Reduction of gender gap in financial literacy by developing and implementing initiatives and programmes aimed at addressing womens financial literacy needs, and in particular at fostering their awareness, confidence, competencies and skills when dealing with financial issues is highly required; Effects of Gender Inequality in Womens Economic Growth The United Republic of Tanzania should enact and enforce all available laws, policies, and regulation in favor of gender equality/equity. For example, in education policy: all children who have the age to start schooling should be sent to school, all parents who will not adhere with this are to be punished and hugely fined. The government should heavily punish those people who impregnate girls. Multi-sectoral approach should be used in fighting gender inequality in Tanzania and World at large. The government alone can neither succeed nor win the battle against gender inequality. It is the responsibility of every person, government, donors, community and all development agents. The joint efforts made will result in having a community, which observes the rights of every individual person regardless of sex. In order to increase the accessibility of loans and saving credits among women, the government should enforce the available laws which allow women to own properties such as land and other family properties which can be used as collateral during borrowing money from the financial institutions. 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APPENDIX SURVEY QUESTIONNAIRE For Master in Project Management research study on the effect of gender inequality toward women economic growth 2016 QUESTIONNAIRE IDENTIFICATION NUMBER: Region: _________________________ District _________________________ Ward: ___________________________ Village: _________________________ Name of the institution: ______________________________________________ Instruction: Please, circle a number in column 4, which corresponds with your choice in column 3 DEMOGRAPHIC INFORMATION OF THE RESPONDENTSS/NQuestions Coding CategoriesSkips 01SexMale Female1 202What is your marital status?Single Married Divorced Widowed1 2 3 403What is your age group? 10-14 15-19 20-25 25-30 31+1 2 3 4 5 04Have you ever attended school?Yes No No response1 2 3 05What is your highest level of education?Never Primary School Secondary school Tertiary/College University1 2 3 4 5To establish FACTORS CAUSING GENDER INEQUALITY06In your understanding what is the main cause of gender inequality in your community?Bad culture Family structure Ignorant Do not know Not sure 1 2 3 4 507Does the victims of inequality identify those as the major causes?Yes No Do not know Not sure1 2 3 408If no, what are the other causes identified by them?09Does women take initiatives in minimizing these causes?Yes No Do not know Not sure1 2 3 4TO INVESTIGATE HOW GENDER INEQUALITY AFFECTS WOMENS ECONOMIC GROWTH10What is the effect of gender inequality in your communityMale and female are perceived equal Male and female are perceived differently Female are less considered on work opportunities Poverty Do not know Not sure Others specify 1 2 3 4 5 6 7 11In your community, are the women given the same work opportunities as men?Yes No Do not know Not sure 1 2 3 412If No, do you think why?Female are weak Male are skilled than female Female are able to do some jobs Do not know Not sure Others specify1 2 3 4 5 613 Are women restricted to engage in saving and credit schemes?Yes No Do not know Not sure1 2 3 414If yes, what are the reason behind the restriction? 15How do you perceive about the role of male and female towards the contribution in economic development.Male are the main contributor Female are the main contributor Both (male & female) Do not know Not sure1 2 3 4 5 16Do you think that gender inequality affects womens economic growth in your community?Yes No Do not know Not sure1 2 3 417If Yes, how?Are less considered in job opportunities They are not educated Their main role is to take care of the family Do not know Not sure Others specify..1 2 3 4 5 618What needs to be done to minimize the gender inequality in your community?Raise awareness among the community Enact policies Women empowerment Equal job opportunities between male and female1 2 3 4COMMUNITYS PERSPECTIVES WITH REGARD TO THE CONCEPT OF GENDER INEQUALITY19Have you ever heard or known anything about gender?Yes No1 220If yes, Where did you hear or known about the genderSchool University Friends Media e.g Radio, TV etc. Parents/guardians Others specify______________ 1 2 3 4 5 6 21Have you ever heard or known about gender inequality?Yes No 1 222If Yes, where did you hear or known about gender inequality?School University Friends Media e.g. Radio, TV etc. Parents/guardians Others specify______________ 1 2 3 4 5 6 23Do you think that gender inequality is a problem in your community?Yes No Do not know Not sure1 2 3 424In your community, how are the women and men perceived?Men as heads of the family Women as the heads of the family Women and men are heads of the family Men are the decision makers Women are the decision makers Men and women are decision makers Do not know Not sure Others specify. 1 2 3 4 5 6 7 8 9 25Do women have the same perspective as others on gender inequality?Yes No Do not know Not sure1 2 3 426Do women take any initiative to change community/institution perspectives on gender inequality?Yes No Do not know Not sure1 2 3 427What is the position of women toward gender inequality in your community/institution?In front line fighting for gender equality Doing nothing Have different opinions Working hand in hand with men for equality Do not know Not sure Others specify.. 1 2 3 4 5 6 7 28Do women push for gender equality?Yes No Do not know Not sure1 2 3 429Who are initiators of inequality in your community?Local leaders Men Women Religious leaders Traditional leaders Boss Others specify1 2 3 4 5 6 730Are there initiatives taken to educate initiators on the effect of inequality in your community/institution?Yes No Do not know Not sure1 2 3 431Do you think initiators can be transformed and take lead in educating others on the effect of inequality?Yes No Do not know Not sure1 2 3 432What can be done to change the mindsets of initiators of gender inequality? Thank you for taking the time and effort to complete this questionnaire. It is greatly appreciated. Please, hand over the completed questionnaire to the researcher who gave it to you. For correspondence or in case of any queries, please contact: Name: Anna Manoti: Phone no. 0712209566-Dar es Salaam KEY INFORMANT INTERVIEW GUIDE These questions are to be used as guide during the interview with staff working with Chipua, VICOBA and Tujijenge Microfinance institutions. On your perspective, what is gender inequality? Does gender inequality exist in your Community/work place? How big is the problem (Gender Inequality) in your community/work place? What are the major causes of gender inequality in your community and or work place? What are the economic effects of gender inequality to women? Does the gender inequality affect womens economic growth? In your community/work place, how do women and men perceived? Are women given equal job opportunities in your community/ work place? If yes, do you think why? If No, do you think why? In your work place (Chipua/VICOBA/Tujijenge), who are your main customers? If women, why? If men, why? How can gender inequality be solved in your community or work place? Any other opinions you have regarding gender inequality in Tanzania/community/ work place. Thank you so much for your time. I have learnt a lot from your experience and knowledge.  ( HYPERLINK "http://www.businessdictionary.com/definition/economic-growth.html" http://www.businessdictionary.com/definition/economic-growth.html  The Conflict Perspective (2016). Retrieved 07 Feb.2016 from https://www.boundless.com  Then named the Ministry of Community Development, Women Affairs and Children  UNDP, 2015. Table 5: Gender Inequality Index, Human Development Reports. Available:  HYPERLINK "http://hdr.undp.org/en/composite/GII" http://hdr.undp.org/en/composite/GII.  Norad, 2012. Gender Review: Royal Norwegian Embassy in Dar es Salaam. Norad Report 9/2012 Discussion. Available:  HYPERLINK "http://www.norad.no/globalassets/import-2162015-80434-am/www.norad.no-ny/filarkiv/vedlegg-til-publikasjoner/final-gender-review-tanzania.pdf" http://www.norad.no/globalassets/import-2162015-80434-am/www.norad.no-ny/filarkiv/vedlegg-til-publikasjoner/final-gender-review-tanzania.pdf.  National Bureau of Statistics, 2010. Tanzania Demographic & Health Survey 2010. Available:  HYPERLINK "http://dhsprogram.com/pubs/pdf/FR243/FR243%5B24June2011%5D.pdf" http://dhsprogram.com/pubs/pdf/FR243/FR243%5B24June2011%5D.pdf.   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