This systematic review synthesises contemporary evidence (2021–2025) to critically analyse the gender dimensions of education in Tanzania. It assesses progress and persistent barriers towards achieving gender equity, set against national policy goals and Sustainable Development Agenda 4. Adhering to PRISMA guidelines, the methodology entailed systematic searches of academic databases (Scopus, Web of Science), institutional repositories, and grey literature. Pre-defined search strings and explicit inclusion/exclusion criteria were applied, followed by a structured screening and data extraction process. The findings indicate notable progress in girls' primary school enrolment, attributable to targeted initiatives. However, a concerning reversal of these gains is evident at secondary and tertiary levels, compounded by significant regional disparities. Persistent challenges include entrenched socio-cultural norms, economic constraints, and school-related gender-based violence, which disproportionately affect adolescent girls' retention and achievement. The analysis further identifies a critical gap in addressing boys' underperformance in certain contexts and underscores the necessity for more nuanced, intersectional approaches that consider poverty and location. The review concludes that while policy frameworks are robust, implementation and resourcing remain inconsistent. Its significance lies in consolidating recent evidence to inform a more equitable and transformative education strategy, emphasising that genuine progress requires moving beyond access to address quality, safety, and holistic gender dynamics within Tanzania's development context.
Fatuma Mwinyi (Sun,) studied this question.