Directions in development : preparing the next generation in Tanzania challenges and opportunities in education

Directions in development : preparing the next generation in Tanzania challenges and opportunities in education / Arun R. Joshi and Isis Gaddis, Editors.

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 physica...

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Bibliographic Details
Other Authors: Joshi, Arun R., Gaddis, Isis
Format: eBook
Language:English
Published: Washington, DC : World Bank Group, 2015.
Series:Directions in development (Washington, D.C.). Human development.
Subjects:
Education > Tanzania.
Education and state > Tanzania.
EDUCATION > Administration > General.
EDUCATION > Educational Policy & Reform > General.
Education
Education and state
Tanzania
Online Access:Click for online access
Table of Contents:
  • Front Cover; Contents; Foreword; Preface; Acknowledgments; About the Editors and Authors; Abbreviations; Chapter 1 Introduction and Overview; Figure 1.1"Trends in Enrollment and Exam Results, 2006-12; Administrative Data Overestimate Primary Enrollment Rates; Figures; 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; 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; Discrepancies between Survey-Based and Administrative Enrollments; Figure 2.3"Variations in Net Primary Enrollment Rates between Districts, 2006-07 (Selected Districts); Boxes; Box 2.1"Administrative and Survey-Based Measures of Net Enrollment.
  • Figure 2.4"Discrepancies between Survey-Based and Administrative Net Primary Enrollment Rates by Region, 2010Figure 2.5"Discrepancies between Survey-Based and Administrative Gross Primary Enrollment Rates by Region, 2010; Tables; Table 2.1"Estimated Primary Enrollment by Age, DHS and Administrative Data, 2010; Late Entry to Primary School; Table 2.2"Age Distribution in Standard 1, 2000-01, 2008-09, and 2010-11 ; 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 CountriesFewer Opportunities and Lower Quality for Poor Pupils; Table 2.3"Primary Enrollment and School-Age Population by Quintile, 2004-05 and 2010; Figure 2.9"Correlation between the District-Level Poverty Incidence and the Pupil-Teacher Ratio, 2001-02; Table 2.4"Share of Children Aged 10-13 Who Never Attended School by Quintile/Area, 2010; Challenges to Improving Primary School Enrollment; 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, 2004Figure 2.12"Distance to School and Primary Enrollment among Seven-Year-Old Children in Kagera, 2004; Table 2.5"Determinants of School Enrollment in Kagera, Children Aged Six to Eight, 2004; 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; Box 3.1"Sumbawanga Parents Given Ultimatum to Send Girls to School.

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