August 17, 2025Deleted Journal

Impediments Encountered by Female Learners in Access to Diploma Education Through Open and Distance Learning in Tanzania

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Qualitative analysis explores gender inequalities in distance education, suggesting reforms for better access and support.

Gender-specific barriers hinder female learners from accessing diploma education, impacting their educational outcomes.
Entrenched gender roles, financial dependency, and low self-confidence are major challenges faced by female students.
Qualitative study using interviews reveals the need for targeted strategies to promote gender equity in distance education.
Findings highlight the importance of addressing sociocultural barriers to improve access for female learners in Tanzania.

Msamada et al. (2025) studied this question.

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