1. Education Service Delivery in Tanzania
- Author
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World Bank Group
- Subjects
TEACHING MATERIALS ,GENDER GAP ,LEARNING OUTCOMES ,EDUCATION SECTOR ,INVESTMENT ,SOCIAL WELFARE ,CHILDREN ,EDUCATION SYSTEMS ,CLASSROOM ,QUALITY OF EDUCATION ,SCHOOL HOURS ,RURAL SCHOOLS ,DEMAND FOR EDUCATION ,EQUAL ACCESS ,EXAM ,FEMALE TEACHERS ,ACHIEVING GENDER PARITY ,NUMBER OF PUPILS ,HEAD TEACHERS ,PUBLIC AWARENESS ,VALUES ,CURRICULA ,TEACHER RATIOS ,WOMEN ,EDUCATION ,PRIMARY CURRICULUM ,REASONING ,CURRICULUM ,GROUPS ,PUPILS PER TEACHER ,GIRLS ,EDUCATION SPENDING ,PRIMARY EDUCATION SYSTEM ,GENDER PARITY ,SCHOOL RECORDS ,READING ,LEARNERS ,PHYSICAL INFRASTRUCTURE ,LEARNING TIME ,TEACHERS ,PRIMARY EDUCATION ,STUDENTS ,TEACHING RESOURCES ,PUPILS’ LEARNING OUTCOMES ,ABSENCE FROM SCHOOL ,GIRLS IN SCHOOL ,SCHOOLS ,PRIMARY SCHOOL TEACHERS ,SANITATION ,TEXTBOOK ,TEACHER ,COGNITIVE SKILLS ,TEACHER TRAINING ,RURAL AREAS ,NUMERACY ,PUPIL ASSESSMENT ,PUPIL PERFORMANCE ,EDUCATION SERVICES ,LITERACY ,HEAD TEACHER ,CLASSROOMS ,TEACHER ASSESSMENT ,SCHOOL INFRASTRUCTURE ,LEARNING ACHIEVEMENT ,SHARE OF EDUCATION SPENDING ,LEVEL OF EDUCATION ,REGULAR TEACHERS ,PUPIL‐TEACHER RATIOS ,SCHOOL GOVERNANCE ,ARITHMETIC ,AVERAGE NUMBER OF PUPILS PER TEACHER ,CLASSROOM TEACHERS ,PRIMARY PUPIL ,RURAL TEACHERS ,SANITATION FACILITIES ,COMPLETION RATES ,HEALTH EDUCATION ,BASIC READING ,UNIVERSAL ACCESS ,TEXTBOOKS ,TEXTBOOK AVAILABILITY ,CLASS TEACHING ,CURRICULUM MATERIALS ,MAPS ,EDUCATION OUTCOMES ,HUMAN DEVELOPMENT ,PARITY ,ACCESS TO EDUCATION ,PRIMARY LEVEL ,TEACHER EDUCATION ,TEACHER RATIO ,SCHOOL TEACHERS ,QUALITY TEACHING ,RATIO OF PUPILS TO TEACHERS ,EDUCATION SYSTEM ,PUPIL NUMBERS ,SKILLS ,GENDER EQUALITY IN EDUCATION ,MOTHER TONGUE ,TRAINING ,EDUCATION INVESTMENT ,INSTRUCTION ,TEACHING ,LEARNING ,SCHOOL LEVEL ,PRIMARY SCHOOLS ,AVERAGE NUMBER OF PUPILS ,PRIMARY PUPILS ,NUMBER OF SCHOOLS ,CLASSROOM ENVIRONMENT ,PUPIL-TEACHER RATIO ,PRIVATE SCHOOLS ,PEDAGOGIC SKILLS ,PUBLIC SCHOOLS ,KNOWLEDGE ,UNIVERSAL PRIMARY EDUCATION ,PRIMARY SCHOOL ,QUALITY EDUCATION ,ENROLLMENT ,URBAN SCHOOL ,EFFECTIVE TEACHING ,PRIMARY TEACHERS ,GENDER EQUALITY ,PUPIL‐TEACHER RATIO ,LEARNING ENVIRONMENT ,CURRICULUM CONTENT ,NUMBER OF TEXTBOOKS ,AVERAGE SCORE ,CLASS SIZE ,PUBLIC PRIMARY SCHOOLS ,VOCATIONAL TRAINING ,MALE TEACHERS ,CLASS SIZES ,PUBLIC EXPENDITURE ,SCHOOL ,CLASSROOM TEACHING ,LEADERSHIP ,TEACHING SKILLS ,WRITING ,EXERCISE BOOKS - Abstract
The Service Delivery Indicators (SDI) provide a set of metrics for benchmarking service delivery performance in education and health. The overall objective of the indicators is to gauge the quality of service delivery in primary education and basic health services. The indicators enable the identification of gaps and tracking of progress over time and across countries. It is envisaged that the broad availability, high public awareness and a persistent focus on the indicators will mobilize policymakers, citizens, service providers, donors and other stakeholders for action to improve the quality of services and ultimately to improve development outcomes and social welfare. This report presents the findings from the implementation of the Service Delivery Indicators in the Education sector in Tanzania in 2014. Survey implementation was preceded by an extensive consultation with Government and key stakeholders on survey design, sampling, and adaptation of survey instruments. Pre-testing of the survey instruments, enumerator training, and fieldwork took place in 2014. In conclusion, comparing the 2010 and 2014 SDI surveys, one clearly notices that Tanzania has made substantial progress in some areas, but there are still remaining gaps. Also, the achieved progress is from a very low base and there is still quite a bit of room for the Tanzanian education system to deliver quality to its pupils and get them prepared and equipped to face competition in the national, regional, and international labor markets.
- Published
- 2015