Preparing the Next Generation in Tanzania : Challenges and Opportunities in Education

Human Capital Refers To A Broad Range Of Knowledge, Skills, And Capabilities That Are Needed For Life And Work And That Are Typically Build Through Quality Education. Countries That Fail To Invest Consistently In Education Often Do Not Experience Robust Economic Growth Because Investments In Physical Infrastructure, Such As Dams, Roads, And Airports As Well As Developments In Other Economic Sectors Such As Banking Or Information Technology, Are Often Constrained And Yield Low Returns In The Absence Of An Adequately Educated Work Force. Human Capital Development Is Critical For Setting Tanzania On A Trajectory Toward Middle Income Status, A Target It Wants To Reach By The Year 2025. It Is Projected That A Significant Share Of Tanzania’s Economic Growth Over The Coming Decades Will Be Concentrated In Occupations That Require Citizens With Postsecondary Training And Skills, As Is Already The Case In Middle-income Countries. Hence The Pressure And The Challenge To Close Systemic Gaps And Inefficiencies That Hamper The Education System In The Country. Front Cover -- Contents -- Foreword -- Preface -- Acknowledgments -- About The Editors And Authors -- Abbreviations -- Chapter 1 Introduction And Overview -- Administrative Data Overestimate Primary Enrollment Rates -- Late Entry And Unequal Access To Education Remain Important Concerns -- Learning Outcomes Are Weak And Unequal -- Service Delivery Failures Undermine The Performance Of The Education Sector -- Resource Allocations Are Often Misaligned, Unequal, And Inefficient -- References -- Chapter 2 Primary Education In Mainland Tanzania: What Do The Data Tell Us? -- Summary -- Introduction -- Children In Primary Schools -- Discrepancies Between Survey-based And Administrative Enrollments -- Late Entry To Primary School -- Fewer Opportunities And Lower Quality For Poor Pupils -- Challenges To Improving Primary School Enrollment -- The Way Forward -- Notes -- References -- Chapter 3 Addressing Tanzania's Gender Inequality Challenge In Secondary Schools -- Summary -- Introduction -- Gender Dimension Of The Demand For Education Services -- Causes Of Nonattendance In And Dropping From School -- Barriers, Remedies, And Drivers For Female Enrollment -- Notes -- References -- Chapter 4 Assessing Literacy And Numeracy In Tanzania's Primary Schools: The Uwezo Approach -- Summary -- Introduction -- Citizen-led Assessment: The Key Tenets -- Findings -- Communicating With Key Actors -- What Comes Next? -- Notes -- References -- Chapter 5 An Educational Service Delivery Scorecard For Tanzania -- Summary -- Introduction -- The Service Delivery Indicators Project -- The Analytical Underpinnings Of The Service Delivery Indicators -- Implementation Of The Service Delivery Survey -- Indicators And Pilot Results -- Learning Outcomes: Test Scores In Education -- Lessons Learned, Trade-offs, And Policy Recommendations For Scale-up -- Notes -- References. Chapter 6 Education Finance And Spending In Tanzania: Challenges And Opportunities -- Summary -- Introduction -- Education Finance In Tanzania -- Private And Public Education Spending -- Trends In Public Education Spending -- Structural Imbalances In Public Education Spending Patterns -- Public Education Unit Cost Estimates And Equitable Resource Allocations -- Policy Recommendations -- Annex 6a: Spending Patterns And National Education Strategies -- Notes -- References -- Chapter 7 Value For Money In Education -- Summary -- Introduction -- Education Spending And Results: National Trends -- Beyond The Averages: Unequal Funding, Unequal Outputs, And Local Inefficiencies -- The Scale Of Inefficiency -- The Way Forward -- Notes -- References -- Boxes -- Box 2.1 administrative And Survey-based Measures Of Net Enrollment -- Box 3.1 sumbawanga Parents Given Ultimatum To Send Girls To School -- Box 5.1 microlevel Survey Instruments For Measuring Resource Flows And Service Delivery -- Box 5.2 service Delivery Production Function -- Figures -- Figure 1.1 trends In Enrollment And Exam Results, 2006-12 -- Figure 2.1 net Primary Enrollment Rate Since The Introduction Of The Pedp -- Figure 2.2 net And Gross Primary Enrollment Rates By Region, 2010 -- Figure 2.3 variations In Net Primary Enrollment Rates Between Districts, 2006-07 (selected Districts) -- Figure 2.4 discrepancies Between Survey-based And Administrative Net Primary Enrollment Rates By Region, 2010 -- Figure 2.5 discrepancies Between Survey-based And Administrative Gross Primary Enrollment Rates By Region, 2010 -- Figure 2.6 share Of Children Enrolled In Primary School By Age, 2004-05 And 2010 -- Figure 2.7 share Of Children Enrolled In Primary School By Age In Selected East African Countries -- Figure 2.8 share Of Children Enrolled In Secondary School By Age In Selected East African Countries. Figure 2.9 correlation Between The District-level Poverty Incidence And The Pupil-teacher Ratio, 2001-02 -- Figure 2.10 reasons Cited By Parents For Not Sending Their Eight-year-old Children To Primary School, 2006-07 -- Figure 2.11 primary Enrollment In Kagera By Age And Nutritional Status, 2004 -- Figure 2.12 distance To School And Primary Enrollment Among Seven-year-old Children In Kagera, 2004 -- Figure 3.1 few Countries Are Less Effective At Ensuring Girls Get To School -- Figure 3.2 among Youth, Primary Schooling Is The Norm For Girls With Boys More Successful At Progressing To Secondary Schooling -- Figure 3.3 young Women Leave Schooling Earlier Partly Because They Get Jobs Much More Quickly Than Young Men -- Figure 3.4 young Women Leave Schooling Earlier Also Because They Get A Smaller Wage Premium From Staying Longer In School Than Young Men -- Figure 3.5 young Women Require Adult Female Role Models To Emulate -- Figure 3.6 young Women (and Men) From Poorer Households Need Financial Support -- Figure 3.7 young Women Need Secondary Schools Closer To Their Homes -- Figure 3.8 first Generation Reforms Targeted At Affordability Have Been Successful -- Figure 4.1 performance By Class And Subject (2010-11) -- Figure 4.2 kiswahili Reading Levels By Class, 2011 -- Figure 4.3 english Reading Levels By Class, 2011 -- Figure 4.4 numeracy Levels By Class, 2011 -- Figure 4.5 performance By Schooling Status -- Figure 4.6 performance By Language Spoken At Home -- Figure 4.7 percentage Of Pupils Meeting Standard 2 Proficiency By Location -- Figure 4.8 average Teacher Attendance -- Figure 4.9 school Libraries -- Figure 4.10 student Profile -- Figure 5.1 the Relationships Of Accountability Among Citizens, Service Providers, And Policy Makers -- Figure 5.2 education Expenditures (per Student) Reaching Primary Schools. Figure 5.3 relationship Between Student Performance And The Education Service Delivery Indicators -- Figure 6.1 private And Public Spending On Education In Tanzania, By Quintile -- Figure 6.2 recurring And Development Spending On Education, 2007-12 -- Figure 6.3 distribution Of Public Spending On Education -- Figure 6.4 mismatch Between Enrollment Levels And Public Education Spending -- Figure 6.5 student Enrollment -- Figure 6.6 funding Sources For Higher Education -- Figure 6.7 numbers Of Students Eligible And Ineligible For Higher Education -- Figure 6.8 repayment And Default Rates For Student Loans By Sector -- Figure 6.9 lessons On Sector Spending From Successful Reform Countries -- Figure 6.10 declining Value Derived From Public Investment In Secondary Schooling -- Figure 7.1 public Spending By Subsector -- Figure 7.2 primary School Leavers Pass Rates -- Figure 7.3 public Expenditure Per Psle Passer (cost Per Passer) -- Figure 7.4 results Of Uwezo's Standard 2 (8-to-9-year-old Level) Mathematics Test Among Pupils From Standard 3 To Standard 7 (9-to-14-year-olds) -- Figure 7.5 children In Government Secondary School -- Figure 7.6 percentage Of Csee Candidates At Grade -- Figure 7.7 public Expenditure Per University Student Per Year -- Figure 7.8 primary Education Budget Per Capita Across Districts-persistent Inequality -- Figure 7.9 children Per Primary School Teacher-district Average Ranges From 30 To 80 -- Figure 7.10 psle Passers Per 13-year-old-district Average Ranges From 0.2 To 1.1, 2008 -- Figure 7.11 poverty Rates In Districts By Level Of Spending -- Figure 7.12 poverty And Passers Per 13-year-old, 2008 (−32% Correlation) -- Figure 7.13 child Health And Passers Per 13-year-old, 2008 (−28% Correlation) -- Figure 7.14 adult Literacy And Passers Per 13-year-old, 2008 (60% Correlation). Figure 7.15 more Teachers Means More Exam Passers (controlling For Social Conditions) -- Figure 7.16 distribution Of Average Unit Cost: Recurrent Expenditure Per Psle Passer, 2008 -- Figure 7.17 frontier Group Circled In Green, Highly Inefficient Districts Circled In Orange, 2008 -- Figure 7.18 estimated Psle Passers For An Extra T Sh 50 Billion Spent In Each Of Five Groups Of Districts, Underserved To Best Served -- Map -- Map 5.1 map Of The Sampling Areas -- Tables -- Table 2.1 estimated Primary Enrollment By Age, Dhs And Administrative Data, 2010 -- Table 2.2 age Distribution In Standard 1, 2000-01, 2008-09, And 2010-11 -- Table 2.3 primary Enrollment And School-age Population By Quintile, 2004-05 And 2010 -- Table 2.4 share Of Children Aged 10-13 Who Never Attended School By Quintile/area, 2010 -- Table 2.5 determinants Of School Enrollment In Kagera, Children Aged Six To Eight, 2004 -- Table 3.1 girls Stop Attending School As Early As 13 Years Of Age -- Table 3.2 more Than Half Of Tanzanian Females Aged 13-21 Are Not In School -- Table 4.1 coverage Of The Uwezo 1 (2010) And Uwezo 2 (2011) In Tanzania -- Table 4.2 percentage Of Standard 7 Pupils Meeting Standard 2 Proficiency By Parents' Schooling Levels -- Table 5.1 indicators In An Education Service Delivery Report Card -- Table 5.2 infrastructure In Tanzania (percentage Of Schools With Electricity, Water, And Sanitation) -- Table 5.3 average Number Of Children Per Classroom In Tanzania -- Table 5.4 student-teacher Ratio -- Table 5.5 textbooks Per Student -- Table 5.6 absence Rate (percentage Of Teachers Not In School) -- Table 5.7 absence Rate From Classroom (percentage Of Time Teachers Not In The Classroom) -- Table 5.8 time Children In School Are Being Taught Per Day -- Table 5.9 share Of Teachers With Minimum Knowledge In Tanzania. Table 5.10 share Of Teachers Answering Correctly On Specific Questions.