DOCSLIB.ORG

Tanzania Education Authority | Annual Report 2008/09 | Iii WE ARE COMMITED to the FOLLOWING VALUES

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Tanzania Education Authority | Annual Report 2008/09 | Iii WE ARE COMMITED to the FOLLOWING VALUES Improving quality, equity and access to education Vision To be a pioneer in sustainably securing and deploying resources for improvement of quality, equity and increasing access to education Mission • To be a flexible, compact and transparent organization. • To sustainably secure resources for the Education Fund. • To effectively and efficiently deploy the funds to support educational interventions. • To stimulate public awareness and participation in education development. • To supplement stakeholders’ efforts in financing education in Tanzania. TABLE OF CONTENTS 1 Letter of Transmittal 2 Chairperson’s message 7 Corporate Governance 9 Statement of the Director General 14 Major Activities 2008/09 22 Other activities 25 Staff Training 26 Auditing 27 Independent Auditors Report 52 List of Contributors 2008/09 56 List of Fund Assisted Educational Projects 2008/09 Tanzania Education Authority | Annual Report 2008/09 | iii WE ARE COMMITED TO THE FOLLOWING VALUES Transparency We exercise our duties with openness and accountability Objectivity We make decisions objectively based on facts Equitable treatment We treat all stakeholders equally and fairly all times. Integrity We practice and advocate truthfulness, honest and are responsible to all our actions Courtesy We are tolerant, courteous and respectful to our stakeholders and clients. Professionalism We are proud of exhibiting professionalism in service delivery. Tanzania Education Authority iv | Annual Report 2008/09 | Letter OF TRANSmittaL Hon. Prof. Jumanne A. Maghembe (MP), Minister of Education and Vocational Training, P. O. Box 9121, Dar es Salaam. In accordance with section 16(4) of the Education Fund Act No.8 of 2001, I have the honour, on behalf of the Board of the Tanzania Education Authority to submit the Annual Report for the year ended 30th June 2009. The report contains a review of operational activities of the Tanzania Education Authority and Audited Financial Statements. I submit. Dr. Naomi B. katunzi Chairperson Tanzania Education Authority | Annual Report 2008/09 | 1 CHAIRPERSON`S MESSAGE Dr. Naomi B. Katunzi Chairperson Our valued stakeholders, I have a great honour to release the 7th Tanzania Education Authority Annual Report covering the period from July 2008 to 30th June 2009. The Financial Year 2008/09 marks the 4th year of implementing the Tanzania Education Authority’s Medium Term Strategic Plan. Under normal organizational life spans, the first five years of implementing the very first strategic plan, are times of learning hence critical for determination of growth and survival. Achievements of the planned objectives for the year under review mark an important milestone to the Authority. Since its establishment in 2003, the Authority endeavoured to be the leading Agency in supporting schools, colleges and other education institutions by providing grants and soft loans from the Education Fund for improvement of quality, equity and access in education at all levels. Grants provided enable Education Institutions acquire teaching and learning facilities including reference and text books, laboratory equipment and others while loans support construction of classrooms, lecture theatres and hostels that create conducive learning environments. It has also been our vision to become a pioneer in mobilizing reliable and sustainable resources for the Education Fund. The sources of funds for the Education Fund include; Government Subvention, Investments, Voluntary contributions (Donations) which can be made in cash and/or in kind, Endowment and direct support through marketing of projects. Tanzania Education Authority 2 | Annual Report 2008/09 | Kenya Commercial Bank, Chief Executive Officer Mr. Heri M.N Bomani looking on as one Bank staff hands over desks to Dr Omar Juma Primary School student. The support was provided through TEA initiatives. During the year under review, Government budgetary allocation as a source of revenue to the Education Fund amounted to TZS 5,708,779,269.00 against the previous year’s allocation of TZS 4,839,359,748. I wish to extend my sincere gratitude to the Government led by His Excellence Jakaya Mrisho Kikwete, for its continued commitment in supporting the Authority. Other sources for the Education Fund were; short-term deposits, philanthropy (voluntary contributions), fees from affiliated District Council’s Education Funds and sale of tender documents contributed TZS. 1,352,908,198. This amount is 19.2% of the total Annual Revenue which is TZS 7.1 billion. Philanthropy (Voluntary contributions) being one of the means for mobilization of funds to the Education Fund, has been uniquely positioned to facilitate mobilization efforts. In our efforts to ensure increased philanthropic support, we have committed ourselves to enhance sensitization and public education efforts. Similarly the Authority supported 114 projects worth TZS 3.5 billion against the previous year’s 204 projects worth TZS 3.8 billion. Requirement for projects financing during the year amounted to TZS 28 billion. Proportionally only 13 % of the eligible projects was supported making a gap of TZS 26.9 billion in project financing. It is evident that the Fund requires sufficient, reliable and sustainable funding to meet the demand. Tanzania Education Authority | Annual Report 2008/09 | 3 Report of the Auditors The controller and Auditor General is the statutory Auditor of TEA by virtue of article 143 of the constitution of the United Republic of Tanzania and as amplified in section 30 (i) C of the Public Finance ACT No. 6, of 2001. In the opinion of the National Audit Office TEA complied with International Financial Reporting Standards (IFRS), Tanzania Financial Accounting Standards and other legal requirements in its financial reporting and safeguarding the authority’s assets. It is worth reporting that the Authority once again obtained a clean Audit Report. Exchanging Best Practices Tanzania Education Authority in August 2008 called for a joint meeting with two similar Education Funds in Africa: Education Trust Fund (ETF) Nigeria and Ghana Education Trust Fund (GETFUND) with the aim of exchanging best practices in managing Education Funds. The two Funds ETF and GETFUND have highly achieved in management of Education Funds in their countries. The meeting held in Dodoma was officially graced by the Prime Minister of the United Republic of Tanzania Honourable Mizengo K. Pinda. Prime Minister of the United Republic of Tanzania Honourable Mizengo K. Pinda making a speech at the Education Funds Management Workshop meeting in Dodoma. Also in attendance were the Chief Executive of Ghana Education Trust Fund (GETFUND) Mr. Fosouaba Banahene (Former CEO), Permanent Secretary of the Ministry of Education Ghana and Prof. Mahmud Yakubu, Executive Chairman of Education Trust Fund Nigeria (ETF). Tanzania Education Authority 4 | Annual Report 2008/09 | Apart from the visiting participants and other 250 education stakeholders, the meeting was also attended by Honourable Ministers of Education and Vocational Training Prof Jumanne A. Maghembe (MP) URT and Hon. Haroun A. Suleiman (MP) ZNZ. Others were Deputy speaker of the National Assembly, Members of Parliament, representatives from Diplomatic Missions, Ministries, Education Institutions and other Stakeholders. I thank them for accepting our invitation, participating and for their contributions during the meeting which was a valuable learning experience for TEA. Members from Ghana (GETFUND), Nigeria (ETF) and former TEA Director General in Dodoma during the Education Funds Meeting. Appreciation Looking back to the past six years of TEA’s existence, I would like to convey our gratefulness and appreciation for the great job done by the previous Boards. Special thanks to the outgoing Chairperson, Mr. Patrick Rutabanzibwa and all other Members of the Board. It is due to their guidance and stewardship that we took over TEA a strong institution as it is. The current Board was appointed effective from July 2008 and will serve for three consecutive years. This is the third Board to lead TEA. In this regard, I would like to convey my sincere gratitude to the President of the United Republic of Tanzania for the confidence he had to honour me the privilege of being the Chairperson of the Board. Also on behalf of the Members of the Board , I wish to convey sincere gratitude to the Minster of Education and Vocational Training for the appointment of the Board. Tanzania Education Authority | Annual Report 2008/09 | 5 Soon after our appointment the former Director General of the Authority, Mrs. Mercy E Sila assumed a new role as District Commissioner for Arumeru, Arusha following her appointment by the President of the United Republic of Tanzania. On behalf of the Board Members I would like to my express gratitude to her for the strategic leadership of the Authority during the critical years of infancy. The Board then appointed Mrs. Rosemary A. Lulabuka as the Acting Director General effective 2nd April 2008. By virtue of this appointment she became Secretary to the Board as stipulated in the Education Fund Act No. 8 of 2001. To Management and Staff, I would like to take this opportunity to thank them all for their concerted efforts in ensuring that the objectives of the Authority are realized. As we head to year 2009/10, it is my expectation that more efforts will be directed towards surpassing the planned objectives and bring more impact of the Education to the society. Board Chairperson Dr. Naomi B. Katunzi Tanzania Education Authority 6 | Annual
Load more

Recommended publications
  • Education in Tanzania
    Education in Tanzania “Kitanda usichokilalia humjui kunguni wake” You Cannot Know The Bugs Of A Bed Until You Have Laid Upon It Marie Yahl 1 “Mwana unleavyo ndivyo akuavo” As you Bring A Child Up, So He Will Be Imagine you are in grade school. You are about 12-13 years old, have just completed your primary education, and are about to transition into a new and exciting period of your life as you enter secondary school or high school if you are a student from the United States. You will be going to a new school and do not know what to expect, you are feeling nervous excitement. It is your first day of school and to your surprise, your classes are taught in a completely different language! You’ve had some lessons in this foreign language, but you certainly do not speak it, nor can you read it. What would you do in this situation and who could you turn to for help? Imagine how limited your opportunities would be if your education ended abruptly at the high school level because of a language barrier. This is your reality if you are a student in the Tanzanian education system. A system set up only for wealthy children to succeed and less than 30% of average students to achieve secondary education. The education system in Tanzania serves primarily the wealthy population and the large majority of Tanzanian citizens achieve at best the mandatory primary education level. The core problem with the education system in Tanzania is that children are set up to fail as they transition from primary school to secondary school, as secondary school is taught in English.
    [Show full text]
  • “I Had a Dream to Finish School” Barriers to Secondary Education in Tanzania WATCH Summary and Key Recommendations
    HUMAN RIGHTS “I Had a Dream to Finish School” Barriers to Secondary Education in Tanzania WATCH Summary anD KEy rEcommEnDaTIonS HUMAN RIGHTS WATCH | FEBRUARY I liked to study so that I could have a wide mind. There was nothing I didn’t like [to study]. I had a dream to finish school and go to college, graduate, and work as an accountant. Like millions of adolescents in Tanzania, Imani, 20, from Mwanza, a region in northwestern Tanzania bordering Lake Victoria, wanted to study as much as she could so that she could graduate, find a job, and support herself and her family. From the age of 14, when she entered secondary school, she traveled more than an hour and a half every morning to get to school: I was very tired by the time I got to school. I started arriving late all the time. When I would arrive late I would be punished. Imani’s plans changed when she was only 16 years old. She was sexually abused by her private tutor, a secondary school teacher whom her parents hired to teach her during the weekend. When Imani discovered she was pregnant, she informed the tutor. He disappeared. A nurse would carry out monthly pregnancy tests and check all girls at her school, but Imani skipped school on two occasions when the nurse conducted the tests. On the third month of her pregnancy, school officials found out she was pregnant. “My dream was shattered then,” she told Human Rights Watch. “I was expelled from school. I was expelled from [her sister’s] home, too.” Like many adolescent girls in Tanzania, Imani tried many ways to get back into education once she had her baby, who, at the time she spoke to Human Rights Watch, was three years old: I tried [to go back to school].
    [Show full text]
  • Cultivating a Culture of Success in Catholic Secondary
    CULTIVATING A CULTURE OF SUCCESS IN CATHOLIC SECONDARY SCHOOLS IN TANZANIA Dissertation Submitted to the School of Education Duquesne University In partial fulfillment of the requirements For the degree of Doctor of Education By Fr Peter Asantebwana October, 2014 i Copyright by Fr Peter Asantebwana 2014 DUQUESNE UNIVERSITY SCHOOL OF EDUCATION PROFESSIONAL DOCTORATE IN EDUCATIONAL LEADERSHIP PROGRAM Dissertation Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Education (Ed.D.) Presented by: Fr. Peter F. Asantebwana B.A., Theology, Pontifical Urbaniana University, 2001 M.Ed. and M.B.A., Walsh University, 2011 October 22, 2014 CULTIVATING A CULTURE OF SUCCESS IN CATHOLIC SECONDARY SCHOOLS IN TANZANIA ________________________________________, Chair Gary D. Shank, Ph.D. Professor, Department of Educational Foundations & Leadership Duquesne University _______________________________________, Member Rick R. McCown, Ph.D. Professor, Department of Educational Foundations and Leadership and Director, Professional Doctorate in Educational Leadership Program Duquesne University _______________________________________, Member Launcelot I. Brown, Ph.D. Associate Professor/Chair, Department of Educational Foundations & Leadership Duquesne University _________________________________________, Member Ladislaus Semali, Ph.D. Professor, Department of Learning and Performance Systems Pennsylvania State University Program Director Rick R. McCown, Ph.D. Professor, Department of Educational Foundations Leadership and Director,
    [Show full text]
  • An Evaluation of Environmental Education Programs on Pemba Island Lindsay Kingston SIT Study Abroad
    SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Independent Study Project (ISP) Collection SIT Study Abroad Spring 2013 An Evaluation of Environmental Education Programs on Pemba Island Lindsay Kingston SIT Study Abroad Follow this and additional works at: https://digitalcollections.sit.edu/isp_collection Part of the Growth and Development Commons, Natural Resource Economics Commons, Natural Resources Management and Policy Commons, and the Sustainability Commons Recommended Citation Kingston, Lindsay, "An Evaluation of Environmental Education Programs on Pemba Island" (2013). Independent Study Project (ISP) Collection. 1523. https://digitalcollections.sit.edu/isp_collection/1523 This Unpublished Paper is brought to you for free and open access by the SIT Study Abroad at SIT Digital Collections. It has been accepted for inclusion in Independent Study Project (ISP) Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. An Evaluation of Environmental Education Programs on Pemba Island Lindsay Kingston Middlebury College SIT Zanzibar, Tanzania Spring 2013 Advisor: Hamza Rijaal Academic Director: Nat Quansah Table of Contents Acknowledgements ……………………………………………………. 1 Abstract………………………………………………………………… 2 Introduction…………………………………………………………….. 2 Study Sites……………………………………………………………... 8 Methodology………………………………………………………….. 10 Limitations……………………………………………………………. 13 Results………………………………………………………………... 14 Discussion……………………………………………………………. 28 Conclusion…………………………………………………………… 35 Recommendations……………………………………………………. 36 Works Cited ………………………………………………………….. 37 Appendices …………………………………………………………... 39 Acknowledgements: I would like to thank Dr. Nat Quanash for his insight and advice from the beginning of the semester all the way to the end. A big thank you goes to Said for having answers to all my questions, solutions to all my problems and everlasting patience with not only me, but with every single student that has gone through this program. He is truly amazing.
    [Show full text]
  • Financial Crisis, Structural Adjustment, and Education Policy in Tanzania
    DOCUMENT RESUME ED 383 633 SO 024 995 AUTHOR Samoff, Joel; Sumra, Suleman TITLE Financial Crisis, Structural Adjustment, and Education Policy in Tanzania. Revised. PUB DATE Apr 94 NOTE 40p.; Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994). PUB TYPE Speeches/Conference Papers (150) Reports Research /Technical (143) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Educational Finance; Educational Planning; *Educational Policy; *Financial Policy; Foreign Countries; Long Range Planning; Master Plans; Needs Assessment; Policy Analysis; Policy Formation; *Strategic Planning; Systems Analysis IDENTIFIERS *Tanzania ABSTRACT This paper assesses educational planning in Tanzania as moving from one of hope to despair as the country becomes more reliant upon foreign aid. As the country moved from colonialism, basic education was to be accessible to all children and adult illiteracy was to be eliminated. By the 1980s financial crisis and the conditions that accompanied foreign assistance had shifted priorities for education so that it was no longer a major long-term goal for the country. This study examines those initiatives and responses in the sagging economic conditions. Although nearly all young Tanzanians were enrolled in primary schools, serious shortages were found in the numbers of textbooks, training of teachers, maintenance of the physical plant, equipment for classroom use and overall educational quality. Analyses of the basic economic plans and foreign investment policies that have governed the country for the last two decades are included. The study contends that planning in the present must pay as much attention to the conception as to the implement- on in recreating the schools upon which economic development hopes lie.
    [Show full text]
  • Kiswahili Or English: a Policy Analysis of Language Instruction in Tanzania Mari C
    SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Capstone Collection SIT Graduate Institute Spring 5-25-2017 Kiswahili or English: A Policy Analysis of Language Instruction in Tanzania Mari C. Yogi SIT Graduate Institute Follow this and additional works at: https://digitalcollections.sit.edu/capstones Part of the Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, International and Comparative Education Commons, and the Language and Literacy Education Commons Recommended Citation Yogi, Mari C., "Kiswahili or English: A Policy Analysis of Language Instruction in Tanzania" (2017). Capstone Collection. 2995. https://digitalcollections.sit.edu/capstones/2995 This Thesis (Open Access) is brought to you for free and open access by the SIT Graduate Institute at SIT Digital Collections. It has been accepted for inclusion in Capstone Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. Running head: KISWAHILI OR ENGLISH: A POLICY ANALYSIS OF LANGUAGE INSTRUCTION IN TANZANIA Kiswahili or English: A Policy Analysis of Language Instruction in Tanzania Mari Yogi SIT Graduate Institute PIM 73 A capstone paper submitted in partial fulfillment of the requirements of a Masters of Art in International Education at SIT Graduate Institute, Vermont, USA April 25, 2017 Advisor: Sora Friedman, PhD KISWAHILI OR ENGLISH ii Content to Use of Capstone I hearby grant permission for World Leaning to publish my capstone on its websites and in any of its digital/electronic collections, and to reproduce and transmit my CAPSTONE ELECTRONICALLY. I understand that World Leaning’s websites and digital collections are publicly available via Internet.
    [Show full text]
  • Julius Nyerere's Philosophy of Education: Implication for Nigeria's
    Julius Nyerere’s Philosophy of Education: Implication for Nigeria’s Educational System Reforms by Francis Diana-Abasi Ibanga [email protected] Department of Philosophy, Federal University of Calabar Cross River State, Nigeria. Abstract Julius K. Nyerere’s philosophy of education is one of the most influential and widely studied theories of education. Policy-makers have continued to draw from it for policy re- engineering. In this paper, the Nigerian educational system is examined in the light of the philosophy. This approach is predicated on the informed belief that there are social and historical commonalities between Nigeria and the society of Nyerere’s philosophy. To this end, it is argued that the philosophy holds some important lessons for Nigeria’s education. For this reason, there is need to inject some doses of its principles in the body polity of education in Nigeria. Therefore, the paper identifies three areas where the principles of the philosophy can be practically invaluable for Nigeria, i.e., school financing, curricula development and entrepreneurial education, in and an the final analysis, the paper identifies the linkage between national philosophy of education and national developmental ideology; and argues that a national philosophy of education of any country must be embedded in the national development ideology which the country’s philosophy of education must drive. Key Words: Nyerere, Nigeria, Philosophy of Education, Tanzania, Ujamaa, Self-reliance, Development 109 Africology: The Journal of Pan African Studies, vol.9, no.3, June 2016 Introduction Education has been defined in two broad ways. On the one hand, education has been defined as the process by which a society, through certain formal and informal institutions, deliberately transmits its cultural heritage from one generation to another.
    [Show full text]
  • United Republic of Tanzania; World Data on Education, 2010/11
    World Data on Education Données mondiales de l’éducation Datos Mundiales de Educación VII Ed. 2010/11 IBE/2010/CP/WDE/TZ World Data on Education. 7th edition, 2010/11 United Republic of Tanzania Revised version, August 2010. Principles and general objectives of education The United Republic of Tanzania is comprised of two former sovereign states, namely Tanganyika (currently Tanzania Mainland) and Zanzibar, which merged to form the Union Government in 1964. The Union Government operates under the Union Constitution and has full responsibility for some main sectors (i.e. foreign affairs, home affairs, defence) and some subsectors such as higher education. The general aims and objectives of education in Tanzania Mainland are the following: • to guide and promote the development and personality enhancement of the citizens of Tanzania; • to promote the acquisition and appreciation of the culture, customs and traditions of the peoples of Tanzania; • to promote the acquisition and appropriate use of literacy, social, scientific, vocational, technological, professional and other forms of knowledge, skills and understanding for the development and improvement of the condition of man and society; • to develop and promote self-confidence and an inquiring mind, understanding and respect for human dignity and human rights, and readiness to work hard for personal self-advancement and educational improvement; • to enable and expand the scope of acquisition, improvement and upgrading of life skills needed to meet the changing needs of industry and the
    [Show full text]
  • Education Budget Brief 2018 Tanzania
    Photography: © UNICEF Tanzania/Rob Beechey/2017 EDUCATION BUDGET BRIEF 2018 TANZANIA Key Messages and Recommendations » The education sector was allocated 4.71 trillion Tanzanian and to 89,379 continuing students in FY 2017/2018.1 The shillings (TSh4.71 trillion) in Fiscal Year (FY) 2017/2018. Government has initiated the process of collecting the This marks a decline of TSh63.99 billion (1.3 per cent) loans from previous beneficiaries. compared to FY 2016/2017. The education sector accounts for 15 per cent of the total budget and 3.9 per cent of Gross » While the share of development budget in total remains Domestic Product (GDP). This falls short of the Global small, it has entered a growth path (an increase of 8 per Partnership for Education (GPE) target, which encourages cent in the FY 2017/2018 budget and of 65 per cent in FY countries to commit at least 20 per cent of the national 2016/2017). The increase in the development expenditure budget to education. was driven by the growing amount of development funds available to Local Government Authorities (LGAs). » Overall the education sector budget experienced a declining share in the total national budget from 20 per cent to 15 per » The teacher-pupil ratio at primary schools in Tanzania cent between 2014/2015 and 2017/2018. remains high at 1:43, higher than the sub-Saharan average and the number commonly referred to as the international » Share of education recurrent spending has declined from standard of 1:40. 84 per cent to 76 per cent between FY 2015/2016 and FY 2017/2018.
    [Show full text]
  • Tanzania Post-Colonial Educational System and Perspectives on Secondary Science Education, Pedagogy, and Curriculum: a Qualitative Study
    DePaul University Via Sapientiae College of Education Theses and Dissertations College of Education Fall 11-2014 TANZANIA POST-COLONIAL EDUCATIONAL SYSTEM AND PERSPECTIVES ON SECONDARY SCIENCE EDUCATION, PEDAGOGY, AND CURRICULUM: A QUALITATIVE STUDY Eugenia Lucas Wandela DePaul University Follow this and additional works at: https://via.library.depaul.edu/soe_etd Part of the Education Commons Recommended Citation Lucas Wandela, Eugenia, "TANZANIA POST-COLONIAL EDUCATIONAL SYSTEM AND PERSPECTIVES ON SECONDARY SCIENCE EDUCATION, PEDAGOGY, AND CURRICULUM: A QUALITATIVE STUDY" (2014). College of Education Theses and Dissertations. 71. https://via.library.depaul.edu/soe_etd/71 This Dissertation is brought to you for free and open access by the College of Education at Via Sapientiae. It has been accepted for inclusion in College of Education Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. DePaul University College of Education TANZANIA POST-COLONIAL EDUCATIONAL SYSTEM AND PERSPECTIVES ON SECONDARY SCIENCE EDUCATION, PEDAGOGY, AND CURRICULUM: A QUALITATIVE STUDY A Dissertation in Education with a concentration in Curriculum Studies By Eugenia L. Wandela ©2014 Eugenia L. Wandela Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education November 2014 We approve the dissertation of Eugenia L. Wandela. ~ ,~,..t'I~(r Date G~-yle Min es, Ed.D. Professor, Early Childhood Education DePaul University .~ _~?":~=~(wf Karen Monkman, Ph.D. Date Professor, Educational Policy Studies & Research DePaul University < .. ~c~> Richard Kozoll, Ph.D. Associate Professor, Elementary Education DePaul University iii ABSTRACT The development of technology and innovation in any country depends on a strong investment in science education from the lower to the upper levels of education.
    [Show full text]
  • Post-Basic Education and Poverty in Tanzania
    Post-Basic Education and Poverty in Tanzania RUTH WEDGWOOD Post-Basic Education and Training Working Paper Series - Nº1 July 2005 Centre of African Studies, University of Edinburgh - 1 - CONTENTS CONTENTS..................................................................................................................................... 2 ACRONYMS................................................................................................................................... 3 EXECUTIVE SUMMARY ............................................................................................................. 4 POST-BASIC EDUCATION AND POVERTY IN TANZANIA .................................................. 6 Tanzania as a Case Study on Education and Poverty Reduction............................................ 6 Educational Development in Tanzania: an historical overview ............................................. 7 Poverty in Tanzania ................................................................................................................ 9 The Current State of Education............................................................................................. 12 What is Basic Education in Tanzania?.................................................................................. 14 Education in Poverty Reduction and Development Policies ................................................ 15 Donor Influences in Education ............................................................................................. 18 Returns to Education
    [Show full text]
  • Tanzania Region: Sub-Saharan Africa Income Group: Low Income Source for Region and Income Groupings: World Bank 2018
    Tanzania Region: Sub-Saharan Africa Income Group: Low Income Source for region and income groupings: World Bank 2018 National Education Profile 2018 Update OVERVIEW , and the official primary school entrance age is 7. The system is structured so that the primary school cycle lasts 7 years, lower secondary lasts 4 years, and upper secondary lasts 2 years. Tanzania has a total of 11,236,000 pupils enrolled in primary and secondary education. Of these pupils, about 9,316,000 (83%) are enrolled in primary education. Figure 3 shows the highest level of education reached by youth ages 15-24 in Tanzania. Although youth in this age group may still be in school and working towards their educational goals, it is notable that approximately 11% of youth have no formal education and 15% of youth have attained at most incomplete primary education, meaning that in total 26% of 15-24 year olds have not completed primary education in Tanzania. FIG 1. EDUCATION SYSTEM FIG 2. NUMBER OF PUPILS BY SCHOOL LEVEL FIG 3. EDUCATIONAL ATTAINMENT, YOUTH (IN 1000S) AGES 15-24 School Entrance Age: Post- Secondary Upper Secondary Complete Primary school - Age 7 Secondary 0% Lower 0% 147 No Education Secondary 11% 1,774 Duration and Official Ages for School Cycle: Secondary Incomplete Primary 31% Incomplete Primary : 7 years - Ages 7 - 13 15% Lower secondary : 4 years - Ages 14 - 17 Upper secondary : 2 years - Ages 18 - 19 Academic Calendar: #VALUE! Primary Primary Complete #VALUE! 9,316 43% Data source: UNESCO Institute for Statistics Data Source: UNESCO Institute for Statistics 2017 Data source: EPDC extraction of DHS dataset 2011 SCHOOL PARTICIPATION AND EFFICIENCY The percentage of out of school children in a country shows what proportion of children are not currently participating in the education system and who are, therefore, missing out on the benefits of school.
    [Show full text]