This study examines the impact of COVID-19 on educational inequalities in primary schools in Tanzania, focusing on student enrolment and learning behaviour, teacher engagement, and the application of information and communications technology (ICT), in 26 primary schools. Despite government efforts to provide free education and reduce inequalities, disparities persist, particularly along rural-urban, socio-economic and gender lines. Moreover, the COVID-19 pandemic has exacerbated these inequalities through school closures and the reliance on technology-assisted teaching methods during lockdowns.
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