The importance of Quality teacher
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|Last Updated Date:||02-07-2020|
Despite Tanzania�s very significant effort to increase the opportunities for children to access schooling, there is still a serious under enrollment of children with disabilities. The National enrolment Data from Basic Education Statistics in Tanzania (BEST 2007) indicates that Gross Enrollment Ratio by 2007 is over the MDG target (114%), and Net enrolment ratio is 97.3%. BUT still only 1% of children with disabilities are in school (BEST 2007), where are the others? What are the reasons behind this situation? What opportunities exist for them? And when will this problem come to an end?In answering these questions, HakiElimu commissioned this research study to investigate the above questions about learning conditions and accessibility to education for children with disabilities: challenges and opportunities at local level. This report therefore, documents the magnitude of the problem of under enrolment of children with disabilities, barriers that hinder children with disabilities to access education, and understanding and readiness of community to undertake inclusive education. The general picture shows that children with disabilities will continue to be under enrolled if there is not practical commitment to support them through purchasing school equipments suitable for them, designing and building classrooms that are friendly to them as well as enough fund or budget commitment for education of children with disabilities. Educational stakeholder�s comments and recommendations for improvement of opportunity to education for children with disabilities in this report can serve as a starting point.
While Tanzania has attained gender parity in enrollment at primary school levels, the transition from primary school to lower and higher secondary school has remained a challenge especially for girls. The present study sets to understand how different factors shape the patterns of retention and transition rates in selected regions in Tanzania.
President Jakaya Mrisho Kikwete (65) is the fourth President of the United Republic of Tanzania who served for ten years between 2005 and 2015. A graduate of economics from the University of Dar es Salaam in 1975, Kikwete has spent his career mostly in politics serving at various capacities both in TANU (Tanganyika African Union) and CCM (Chama cha Mapinduzi-Party for Revolution) parties before working for the central government from 1988 (Nyang’oro, 2011). He became the youngest minister for Finance in 1994 and served as the longest Minister for Foreign Affairs during the entire period of Benjamin Mkapa’s presidency from 1995 to 2005. Kikwete was elected President of the United Republic of Tanzania on 14th December 2005, and he effectively retired on 5th November 2015.
This report brings together,findings on the status of the Primary Education Development Plan(PEDEP)implementation from six Governament commissioned reports.This paper synthesises the findings of these reports to highlight areas where PEDP has succeeded,where there are gaps and where more needs to be done