Harmful practices, legal limitations and the right to education of children with albinism in Tanzania

Children with albinism in Tanzania face significant barriers to accessing education as a result of deeply rooted harmful practices, including discrimination, stigma, violence, and witchcraft-related beliefs. These challenges emanate from both community attitudes and broader societal structures, leading to low school enrolment, high dropout rates, and poor academic performance caused by bullying, fear of attacks, and threats to life. Although international, regional, and national legal frameworks formally guarantee equal access to education and protection from harmful practices, children with albinism remain disproportionately marginalised within the Tanzanian education system. This paper critically examines the legal barriers that hinder the effective realisation of the right to education for children with albinism in Tanzania. Using a doctrinal legal analysis, it evaluates the adequacy of existing laws, including the Witchcraft Act, the Penal Code, and the Basic Rights and Duties Enforcement Act. The analysis reveals that these legal measures are fragmented, ambiguous, and insufficient to address the specific vulnerabilities faced by children with albinism, thereby failing to provide comprehensive protection within the educational context. The paper concludes that meaningful legal reform is necessary to strengthen protective frameworks, address harmful practices, and ensure that children with albinism can access a safe, inclusive, and supportive educational environment in Tanzania.