DOCSLIB.ORG

Education Sector Performance Report (2018/2019)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Education Sector Performance Report (2018/2019) THE UNITED REPUBLIC OF TANZANIA EDUCATION SECTOR PERFORMANCE REPORT (2018/2019) TANZANIA MAINLAND Draft for circulation 14 September, 2019 Statement by the Minister for Education, Science and Technology It is with great honour and privilege that I present the 2019 Annual Education Sector Performance Report (AESPR). The Ministry of Education, Science and Technology (MoEST) has a strong focus on ensuring that students’ learning and wellbeing underpin all our policy development and the services we provide. The AESPR 2019 represents the 9th edition of this publication. The report benchmarks annual sector progress and identifies key performance trends to enhance our planning and decision-making processes. In 2019, the sector continued to observe some improvements towards achieving the goals set out in the sector plan, compared to previous years. I am glad to say that our education system has made considerable improvements on many fronts over the last year. I wish to acknowledge the hard work and dedication of officials from MoEST and allied institutions, the President’s Office Regional Administration and Local Government (PO-RALG), field level officials, communities, Civil Society Organizations (CSOs) and our Development Partners. In the coming year, we intend to improve this performance by employing and deploying teachers, constructing classrooms in oversubscribed schools, building the capacity of service providers at all levels, facilitating quality assurance visits and monitoring reviews focusing on improving learning outcomes for all. There will also be interventions to overcome challenges, such as increasing teachers’ professional support and engaging communities in students’ learning. It is my expectation that all education stakeholders will join me in this effort of improving our education sector in the coming year through strong coordination and continued support with one another in the communities, districts and regions. The Hon. Prof. Joyce L. Ndalichako Minister for Education, Science and Technology ii Contents Statement by the Minister for Education, Science and Technology ................................. II Contents ............................................................................................................................ III List of Figures........................................................................................................................... X List of Abbreviations ............................................................................................................. XI Glossary ........................................................................................................................... XII 1. INTRODUCTION AND OVERVIEW .................................................................. 1 1.1Introduction....................................................................................................................... 1 1.2Purpose of the AESPR ..................................................................................................... 1 1.3Structure of the Report .................................................................................................... 1 1.4Overall Key Performance ................................................................................................ 2 2. ACCESS AND EQUITY IN EDUCATION .......................................................... 6 2.1Overview of Access and Equity ..................................................................................... 6 2.2Pre-Primary Education .................................................................................................... 7 2.2.1 Enrolment in Pre-Primary Schools ................................................................. 7 2.2.2 Gross Enrolment Ratio in Pre-Primary Schools ............................................ 9 2.2.3 Number of Pre-Primary Schools / Classes .................................................. 10 2.2.4 Improving Access to Pre-Primary Education .............................................. 11 2.3Primary Education ......................................................................................................... 12 2.3.1 Enrolment in Primary Schools ....................................................................... 12 2.3.2 Improving Access for Children with Disabilities ....................................... 18 2.3.3 Primary Survival Rate ..................................................................................... 19 2.3.4 Transition from Primary to Secondary......................................................... 22 2.3.5 Number of Primary Schools .......................................................................... 23 2.3.6 Distance to School ........................................................................................... 24 2.4Secondary Education ..................................................................................................... 25 2.4.1 Enrolment in Secondary Schools ................................................................... 25 2.4.2 Lower Secondary Survival Rate .................................................................... 28 2.4.3 Basic Education Survival Rate ....................................................................... 31 2.4.4 Number of Secondary Schools ...................................................................... 33 2.4.5 Distance to School ........................................................................................... 35 2.4.6 Transition from Lower to Upper Secondary Education ............................ 35 2.5Adult and Non-formal Education ................................................................................ 37 2.5.1 Enrolment in Adult and Non-Formal Education ....................................... 39 2.6Teachers Education ........................................................................................................ 40 2.6.1 Enrolment and Number of Teacher Training Colleges ............................. 41 iii 2.7Technical and Vocational Education and Training ................................................... 42 2.7.1 Enrolment ......................................................................................................... 42 2.8Higher Education ........................................................................................................... 44 2.8.1 Number of Institutions ................................................................................... 45 2.8.2 Enrolment in HLI ............................................................................................ 45 3. QUALITY OF EDUCATION ............................................................................... 50 3.1Overview ......................................................................................................................... 50 3.2Schools Quality Assurance ........................................................................................... 51 3.3Pre-primary Education ................................................................................................. 53 3.3.1 Pre- primary Teachers .................................................................................... 53 3.3.2 Pre-Primary Teaching and Learning Materials ........................................... 55 3.4Primary Education ......................................................................................................... 56 3.4.1 Primary School Teachers ................................................................................ 56 3.4.2 Primary Teaching and Learning Materials .................................................. 58 3.4.3 Performance in Primary School Leaving Examinations (PSLE) ............... 60 3.5Secondary Education ..................................................................................................... 68 3.5.1 Secondary Schools Teachers .......................................................................... 68 3.5.2 Secondary Education Textbooks ................................................................... 70 3.5.3 Performance in National Examinations ....................................................... 71 3.6Adult and Non-Formal Education (ANFE) ................................................................ 73 3.6.1 Academic Staff in ANFE ................................................................................ 73 3.6.2 ANFE Graduates ............................................................................................. 74 3.7Teacher Education .......................................................................................................... 75 3.7.1 Numbers of academic staff ............................................................................ 75 3.7.2 Numbers of graduates .................................................................................... 76 3.8Higher Education ........................................................................................................... 78 3.8.1 Number of Academic Staff ............................................................................. 78 3.8.2 Number of graduated students in HLIs in 2018-19 .................................... 79 3.9Technical and Vocational Education and Training ................................................... 82 3.9.1 Number of Academic Staff ............................................................................. 82 3.9.2 Number of Graduates ....................................................................................
Load more

Recommended publications
  • 2019 Tanzania in Figures
    2019 Tanzania in Figures The United Republic of Tanzania 2019 TANZANIA IN FIGURES National Bureau of Statistics Dodoma June 2020 H. E. Dr. John Pombe Joseph Magufuli President of the United Republic of Tanzania “Statistics are very vital in the development of any country particularly when they are of good quality since they enable government to understand the needs of its people, set goals and formulate development programmes and monitor their implementation” H.E. Dr. John Pombe Joseph Magufuli the President of the United Republic of Tanzania at the foundation stone-laying ceremony for the new NBS offices in Dodoma December, 2017. What is the importance of statistics in your daily life? “Statistical information is very important as it helps a person to do things in an organizational way with greater precision unlike when one does not have. In my business, for example, statistics help me know where I can get raw materials, get to know the number of my customers and help me prepare products accordingly. Indeed, the numbers show the trend of my business which allows me to predict the future. My customers are both locals and foreigners who yearly visit the region. In June every year, I gather information from various institutions which receive foreign visitors here in Dodoma. With estimated number of visitors in hand, it gives me ample time to prepare products for my clients’ satisfaction. In terms of my daily life, Statistics help me in understanding my daily household needs hence make proper expenditures.” Mr. Kulwa James Zimba, Artist, Sixth street Dodoma.”. What is the importance of statistics in your daily life? “Statistical Data is useful for development at family as well as national level because without statistics one cannot plan and implement development plans properly.
    [Show full text]
  • National Research Registration Guideline
    TANZANIA COMMISSION FOR SCIENCE AND TECHNOLOGY (COSTECH) NATIONAL RESEARCH REGISTRATION AND CLEARANCE GUIDELINES 2018 TANZANIA COMMISSION FOR SCIENCE AND TECHNOLOGY (COSTECH) NATIONAL RESEARCH REGISTRATION AND CLEARANCE GUIDELINES 2018 ISBN: 978-9987-9485-2-9 TABLE OF CONTENTS 1.0 INTRODUCTION 4 1.1 BACKGROUND AND CONTEXT 4 1.2 COSTECH’S MISSION STATEMENT 4 1.3 MANDATES, ROLES AND FUNCTIONS 4 1.4 OBJECTIVES 5 2.0 RESEARCH CATEGORIES 6 3.0 DOCUMENTS REQUIRED FOR RESEARCH CLEARANCE 7 4.0 REQUIREMENTS FOR RESEARCH CLEARANCE 8 5.0 PROCESSING NEW APPLICATIONS 10 6.0 SUBMISSION OF RENEWAL APPLICATIONS 10 7.0 PROCESSING RENEWAL APPLICATIONS 11 8.0 DECISIONS OF THE NRRC 11 9.0 MONITORING AND EVALUATION 12 10.0 TERMINATION OF RESEARCH 12 11.0 FAILURE TO REGISTER A RESEARCH TO COSTECH 13 12.0 DISPUTE SETTLEMENT 13 13.0 AFFILIATION TO LOCAL INSTITUTIONS 13 14.0 AMENDMENTS TO THE GUIDELINES 13 APPENDIX 1: APPLICATION FORMS 14 APPENDIX 2: TANZANIAN RESEARCH AND ACADEMIC INSTITUTIONS 18 2 ABBREVIATIONS AND ACRONYMS Tanzania Commission for Science COSTECH and Technology DTA Data Transfer Agreement M&E Monitoring & Evaluation M.Sc Master’s of Science MTA Material Transfer Agreement NGO Non Governmental Organization National Institute of Medical NIMR Research The National Research NRRC Registration Committee PhD Doctor of Philosophy PI Principal Investigator Tanzania Wildlife Research TAWIRI Institute Tanzania Food and Drug TFDA Authority TZ Tanzania 3 1.0 INTRODUCTION 1.1 BACKGROUND AND CONTEXT The Tanzania Commission for Science and Technology (COSTECH) is a public institution established by the Act of Parliament No. 7 of 1986.
    [Show full text]
  • 13. Laddunnuri Maternal Mortatlity Tanzaniax
    International Journal of Caring Sciences 2013 May - August Vol 6 Issue 2 236 . O R I G I N A L P A P E R .r . Maternal Mortality in Rural Areas of Dodoma Region, Tanzania: a Qualitative Study Madan Mohan Laddunuri, PhD Department of Sociology and Anthropology, Dodoma University, Dodoma, Tanzania Coresponcence: Dr Madan Mohan Laddunuri, Post Box 259 Dodoma university, Dodoma, Tanzania. E-mail [email protected] Abstract Background: A major public health concern in Tanzania is the high rate of maternal deaths as the estimated Maternal Mortality Ratio (MMR) is 454 per 100,000 live births (TDHS, 2010). The main objective of the present study was to find out the contributing factors to maternal mortality in rural areas of Dodoma region of Tanzania. Methodology: The verbal autopsy technique was used to reconstruct “the road to maternal death.” A structured open-ended questionnaire was developed on the basis of the “three delays” model: delay in the decision to seek care, delay in arrival at a health facility and delay in the provision of adequate care. The sample comprised of 20 cases, 4 for each district of Dodoma. Data were collected by conducting in-depth interviews with close relatives of the deceased women and those who accompanied the women (neighbours) during the time the illness developed to death. Results: There was delay in receiving appropriate medical care and that eventually lead to the death of the pregnant woman, due to underestimation of the severity of the complication, bad experience with the health care system, delay in reaching an appropriate medical facility, lack of transportation, or delay in receiving appropriate care after reaching to the hospital.
    [Show full text]
  • Dodoma, Tanzania and Socialist Modernity
    The Rationalization of Space and Time: Dodoma, Tanzania and Socialist Modernity The categories of space and time are crucial variables in the constitution of what many scholars deem as modernity. However, due to the almost exclusive interpretation of space and time as components of a modernity coupled with global capitalism (Harvey 1990; Jameson 1991), discussions of a socialist space and time as a construction of an alternate modernity during the 60s and 70s—in particular across the Third World—have been neglected. Julius Nyerere’s project of collectivization, or ujamaa , in Tanzania during this period is a prime example of an attempt to develop the nation-state outside of the capitalist format. While it would be interesting to explore the connections Nyerere had with other socialist Third World countries, like China, within the international context, and their attempts at nation-building, this paper will focus on an analysis of the Tanzanian government’s decision in 1973 to move the capital of the country from the Eastern port city of Dar es Salaam to the more centrally located Dodoma. Although the Tanzanian government never completed the majority of the buildings analyzed in this paper due to a lack of funds and a diminishing political will, the exhaustive blueprinting and documentation does provide a glimpse into the conception of an African socialist modernity. The questions of primary importance are: How did moving the Tanzanian capital from Dar es Salaam to Dodoma embody Nyerere’s vision of socialist African development? Or more specifically, how did the socialist urban planning of Dodoma fit into the greater project of ujamaa and rural development? And finally, how was the planned construction of a new urban capital an attempt at a definition of socialist space and time? 1 Space, Time, and Homo Economicus In his seminal work, The Condition of Postmodernity , David Harvey explains why the categories of space and time are constantly cited as the primary way to understand a transformation in a human being’s relationship with his or her surroundings.
    [Show full text]
  • SUA-INTSORMIL Project" (2010)
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln International Sorghum and Millet Collaborative INTSORMIL Presentations Research Support Program (INTSORMIL CRSP) 12-2010 Developing Entrepreneurship, the Tanzania Experience: SUA- INTSORMIL Project Joseph J. Mpagalile Sokoine University of Agriculture, [email protected] Wenceslaus R. Ballegu Sokoine University of Agriculture Follow this and additional works at: https://digitalcommons.unl.edu/intsormilpresent Part of the Agricultural Economics Commons, Agronomy and Crop Sciences Commons, Entrepreneurial and Small Business Operations Commons, and the Food Processing Commons Mpagalile, Joseph J. and Ballegu, Wenceslaus R., "Developing Entrepreneurship, the Tanzania Experience: SUA-INTSORMIL Project" (2010). INTSORMIL Presentations. 32. https://digitalcommons.unl.edu/intsormilpresent/32 This Presentation is brought to you for free and open access by the International Sorghum and Millet Collaborative Research Support Program (INTSORMIL CRSP) at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in INTSORMIL Presentations by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. DEVELOPING ENTREPRENEURSHIP, THE TANZANIA EXPERIENCE: SUA-INTSORMIL PROJECT SOKOINE UNIVERSITY OF AGRICULTURE Department of Food Science and Technology Prof. J.J Mpagalile and Dr. W.R. Ballegu [email protected] BACKGROUND INFORMATION • Sorghum in Tanzania o Importance of sorghum in Tanzania ~ Ranked as third important cereal
    [Show full text]
  • 11873395 01.Pdf
    Exchange rate on Jan. 2008 is US$ 1.00 = Tanzanian Shilling Tsh 1,108.83 = Japanese Yen ¥ 114.21 TABLE OF CONTENTS SUPPORTING REPORT TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES ABBREVIATIONS CHAPTER 1 METEOROLOGY AND HYDROLOGY.......................................................... 1 - 1 1.1 Purpose of Survey ............................................................................................................... 1 - 1 1.2 Meteorology ........................................................................................................................ 1 - 1 1.2.1 Meteorological Network.................................................................................. 1 - 1 1.2.2 Meteorological Data Analysis ......................................................................... 1 - 2 1.3 Hydrology ........................................................................................................................... 1 - 7 1.3.1 River Network ................................................................................................. 1 - 7 1.3.2 River Regime................................................................................................... 1 - 8 1.3.3 River Flow Discharge Measurement ............................................................... 1 - 10 1.4 Water Use........................................................................................................................... 1 - 12 CHAPTER 2 GEOMORPHOLOGY........................................................................................
    [Show full text]
  • 2018 School Water, Sanitation and Hygiene Assessment
    Tanzania 2018 School Water, Sanitation and Hygiene Assessment MAIN REPORT February 2020 Tanzania 2018 School Water, Sanitation and Hygiene Assessment MAIN REPORT__________________ February 2020 ii 2018 School Water, Sanitation and Hygiene Assessment | Main Report Content Foreword ix Acknowledgement xi Abbreviations xii Executive Summary xiii Chapter 1: Introduction 1 1.1 Background Information 2 1.2 Global Overview of WASH in Schools 3 1.3 Overview of WASH in Schools in Tanzania 4 1.4 National School WASH Assessment 5 1.5 Objective 5 Chapter 2: Methodology and Implementation 7 2.1 Sample Design 8 2.2 Survey Implementation 11 Chapter 3: Characteristics of Schools in Tanzania 14 3.1 Average Number of Pupils/Students per School 15 3.3 Average Number of Teachers per School 17 3.4 Average Number of Classrooms in Use per School 19 3.5 Access and Sources of Electricity in Schools 21 3.6 Provision of Meals for Pupils 23 Chapter 4: Water Services 25 4.1 Accessibility to Drinking Water in Schools 26 4.2 Availability of Water Services According to JMP Classifi cations 28 4.3 Drinking Water Availability from the Main Source 30 4.4 Location of the School Water Source 33 4.5 Treatment of Drinking Water 33 4.6 Accessibility to Water Services to the Youngest Children and Pupils with Limited Mobility and Poor Vision 35 4.7 Utilization of School Water Facilities by Community 36 Chapter 5: Sanitation Services 38 5.1 Types of Sanitation, Availability and Accessibility 39 5.2 Sanitation Services According to the JMP Classifi cations 40 5.3 Use of Improved Single-Sex
    [Show full text]
  • Tanzania Commission for Universities
    Tanzania Commission for Universities List of Approved University Institutions in Tanzania as of 4th February, 2019 Tanzania Commission for Universities List of Approved University Institutions in Tanzania as of 4th February, 2019 1: FULLY FLEDGED UNIVERSITIES 1A: Public Universities Approved SN Name of the University Head Office Current Status Acronym 1. University of Dar es Salaam UDSM Dar es Salaam Accredited and Chartered 2. Sokoine University of Agriculture SUA Morogoro Accredited and Chartered 3. Open University of Tanzania OUT Dar es Salaam Accredited and Chartered 4. Ardhi University ARU Dar es Salaam Accredited and Chartered Certificate of Full 5. State University of Zanzibar SUZA Zanzibar Registration (CFR) 6. Mzumbe University MU Morogoro Accredited and Chartered Muhimbili University of Health & 7. MUHAS Dar es Salaam Accredited and Chartered Allied Sciences Certificate of Full Nelson Mandela African Institute of 8. NMAIST Arusha Registration (CFR) and Science and Technology Chartered Certificate of Full 9. University of Dodoma UDOM Dodoma Registration (CFR) and Chartered Certificate of Full Mbeya University of Science and 10. MUST Mbeya Registration (CFR) and Technology Chartered Certificate of Full 11. Moshi Cooperative University MoCU Moshi Registration (CFR) and Chartered Mwalimu Julius K. Nyerere University 12. MJNUAT Musoma Provisional Licence1 of Agriculture and Technology 1 1B: Private Universities Approved SN Name of the University Head Office Current Status Acronym 1. Hubert Kairuki Memorial University HKMU Dar es Salaam Accredited and Chartered International Medical and Certificate of Full Registration 2. Technological University and IMTU Dar es Salaam (CFR) and Chartered Chartered 3. Tumaini University Makumira TUMA Arusha Accredited and Chartered 4. St.
    [Show full text]
  • A Profile of the Wami River Sub-Basin
    A Profile of the Wami River Sub-Basin June 2008 Prepared by the Tanzania Coastal Management Partnership for Sustainable Coastal Communities and Ecosystems in Tanzania a This report is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of the Coastal Resources Center at the University of Rhode Island. This report was financed under Cooperative Agreement 623-A-00-05-00339-00. Table of ConTenTs Page Foreword ....................................................................................................................................................................ii Acknowledgments .........................................................................................................................................................iii Acronyms ...................................................................................................................................................................iv 1. Background .......................................................................................................................................................... 1 2. The Defining Characteristics of the Wami River Sub-basin and Estuary .................................................... 1 2.1 The River Sub-basin ................................................................................................................................. 1 2.2 The Estuary ..............................................................................................................................................
    [Show full text]
  • Agwater Solutions Project Case Study
    AgWater Solutions Project Case Study Adoption and Outscaling of Conservation Agriculture in Tanzania S.D. Tumbo Soil Water Management Research Group, Sokoine University of Agriculture, Tanzania K.D. Mutabazi Soil Water Management Research Group, Sokoine University of Agriculture, Tanzania F.C. Kahimba Soil Water Management Research Group, Sokoine University of Agriculture, Tanzania W.B. Mbungu Soil Water Management Research Group, Sokoine University of Agriculture, Tanzania September, 2012 Acknowledgment The authors and project partners wish to thank the Bill & Melinda Gates Foundation for the generous grant that made this project possible. The AWM Project The AgWater Solutions project was implemented in five countries in Africa and two states in India between 2008 and 2012. The objective of the project was to identify investment options and opportunities in agricultural water management with the greatest potential to improve incomes and food security for poor farmers, and to develop tools and recommendations for stakeholders in the sector including policymakers, investors, NGOs and small-scale farmers. The leading implementing institutions were the International Water Management Institute (IWMI), the Stockholm Environment Institute (SEI), the Food and Agriculture Organization of the United Nations (FAO), the International Food Policy Research Institute (IFPRI), International Development Enterprises (iDE) and CH2MHill. For more information on the project or detailed reports please visit the project website http://awm-solutions.iwmi.org/home-page.aspx . Disclaimer This report is based on research funded by the Bill & Melinda Gates Foundation. The findings and conclusions contained within are those of the authors and do not necessarily reflect positions or policies of the project, its partners or the Bill & Melinda Gates Foundation.
    [Show full text]
  • Characterization of Maize Producing Households in Manyoni and Chamwino Districts in Tanzania
    Drought Tolerant Maize for Africa (DTMA) Project Country Report – Household Survey Characterization of Maize Producing Households in Manyoni and Chamwino Districts in Tanzania Anna Temu, Appolinary Manyama, Charles Mgeni, Augustine Langyintuo and Betty Waized The International Maize and Wheat Improvement Center, known by its Spanish acronym, CIMMYT® (www.cimmyt.org), is an international, not-for-profit research and training organization. With partners in over 100 countries, the center works to sustainably increase the productivity of maize and wheat systems to ensure global food security and reduce poverty. The center's outputs and services include improved maize and wheat varieties and cropping systems, the conservation of maize and wheat genetic resources, and capacity building. CIMMYT belongs to and is funded by the Consultative Group on International Agricultural Research (CGIAR) (www.cgiar.org) and also receives support from national governments, foundations, development banks, and other public and private agencies. CIMMYT is particularly grateful for the generous, unrestricted funding that has kept the center strong and effective over many years. The Drought Tolerant Maize for Africa (DTMA) project is jointly being implemented by CIMMYT and the International Institute of Tropical Agriculture (IITA). Its funded by the Bill & Melinda Gates Foundation and the Howard G. Buffett Foundation. The project is part of a broad partnership also involving national agricultural research and extension systems, seed companies, non-governmental organizations (NGOs), community-based organizations (CBOs), and advanced research institutes, together known as the DTMA Initiative. Its activities build on longer-term support by other donors, including the Swiss Agency for Development and Cooperation (SDC), the German Federal Ministry for Economic Cooperation and Development (BMZ), the International Fund for Agricultural Development (IFAD), and the Eiselen Foundation.
    [Show full text]
  • Final Tanzania National Nutrition Survey July2019.Indd
    United Republic of Tanzania TANZANIA NATIONAL NUTRITION SURVEY 2018 JUNE 2019 United Republic of Tanzania TANZANIA NATIONAL NUTRITION SURVEY 2018 JUNE 2019 Tanzania National Nutrition Survey 2018 i TANZANIA NATIONAL NUTRITION SURVEY 2018 FINAL REPORT This survey was possible thanks to technical and financial support from the following partners: ® ii Tanzania National Nutrition Survey 2018 Additional information about 2018 TNNS may be obtained from Dr. Vincent D. Assey, Managing Director, Tanzania Food and Nutrition Centre, 22 Barack Obama Drive, P.O. Box 977, Dar es Salaam. Telephone: +255 22 2118137, Fax: +255 22 2116713, Email: [email protected]; the National Bureau of Sta- tistics, Head Office, Jakaya Kikwete Road, P.O. Box 2683, Dodoma. Telephone: +255 26 2963822, Fax: +255 26 2963828, Email: [email protected]; and Fanny Cassard, SMART Survey Consultant – Nutritionist, Email: [email protected] ISBN 978-9976-910-86-5 Recommended Citation: Ministry of Health, Community Development, Gender, Elderly and Children (MoHCDGEC) [Tanzania Mainland], Ministry of Health (MoH) [Zanzibar], Tanzania Food and Nutrition Centre (TFNC), National Bu- reau of Statistics (NBS), Office of the Chief Government Statistician (OCGS) [Zanzibar] and UNICEF. 2018. Tanzania National Nutrition Survey using SMART Methodology (TNNS) 2018. Dar es Salaam, Tanzania: MoHCDGEC, MoH, TFNC, NBS, OCGS, and UNICEF. Tanzania National Nutrition Survey 2018 iii Foreword The 2018 Tanzania National Nutrition Survey using SMART Methodology (TNNS) is the second survey of this kind to be conducted in Tanzania. Tanzania Food and Nutrition Centre (TFNC), National Bureau of Statistics (NBS), Tanzania Mainland; and Office of the Chief Government Statistician (OCGS), Zanzibar; conducted the survey in collaboration with the President’s Office – Regional Administration and Local Governments; Ministry of Health, Community Development, Gender, Elderly and Children (MoHCDGEC), Tanzania Mainland; the Ministry of Health (MoH), Zanzibar and the University of Dodoma (UDOM).
    [Show full text]