This case study was conducted to give an in-depth analysis of the local stakeholder’s views on the role of education in Babati, Tanzania. The goal is to investigate differences and similarities between the views in Babati and mainstream western views, exemplified by the theory of Martha Nussbaum and Amartya Sen while being attentive to gender and socioeconomic differences. The purpose of this study is to examine local stakeholders' views, mainly guardians and educators on the role of education and to relate these to western mainstream views. The study results have been achieved with the help of the fieldwork executed in Babati, Tanzania where interviews and observations were made. 

Previous literature emphasizes that education is considered necessary for enabling problem-solving, and fostering individual and societal advancements. Further, education is declared to be a right for all on the justification that it works to strengthen the respect of human rights, fundamental freedom and the development of human personality. Despite the consensus on the importance of education, the role of education remains complex and differs across contexts and socioeconomic groups, including gender and socioeconomic differences. 

The quality, access, and attitudes to education in Tanzania have changed during recent years. These changes resonate with, among other things, higher enrollment, increased number of schools, educators with higher qualifications, and food served at school. The results show that education is perceived as central in the widely agreed upon quest to shape children into “good people” and that lead “good lives”. Although there are obstacles that hinder people from achieving these outcomes and reaching their fullest potential.