Assessment of Learning and Teaching Environment for Pre-Primary Education in Tanzania, 2019
|File Name:||Assessment of Learning and Teaching Environment for Pre-Primary Education in Tanzania 2019.pdf|
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|Last Updated Date:||05-28-2020|
Over the past two decades, Tanzania has invested signifi cantly in the education sector with notable outcomes in several aspects, including the rapid expansion of the education sector at all levels, from primary to higher education. The outcomes are particularly notable in the rapid increase in students enrolments at all levels. Nevertheless, the rapid expansion of the education sector has not been matched with improvement in the learning outcomes. Several studies have been conducted to examine the learning outcomes among school children with consistent results: though many more children are attending school today than at any other time in Tanzania, they are not learning
Ripoti hii ni uchambuzi na sera za Tanzania ambazo zinahitaji kufanyiwa marekebisho ili kuboresha utekelezaji wa madai ya kisheria ya kazi ya kupata habari za umma.Kupitia maswala yatafika serikalini kwa wadau muhimu na umma kwa ujumla kwa ajili ya kufanyiwa majadiliano na vitendo vinavyohitajika.
Hii ni ripoti ya utafiti uliyofanyika na HakiElimu na Mpango wa Utafiti ya Elimu na Demokrasia ya Chuo Kikuu cha Dar es Salaam kuhusu upatikanaji wa habari Tanzania.
For the past two decades, parents, the Government, the private sector and civil society organisations have been complaining over the decline in the quality of education in Tanzania. ere are two criteria that are used to measure the quality of education. Firstly, scholars analyse student pass rates on basic skills such as literacy, and numeracy (addition and subtraction). Secondly, scholars also analyse the students’ ability to secure employment and use the knowledge they got from school to cope with exiting challenges. It is these theories that guide many individuals’ expectations when they enroll their children in school. However, what underlies the provision of quality education is the quality of the curriculum as well as the quality of means, strategies and methdologies to implement the curriculum. If the curriculum is poor, the quality of education being provided shall also be poor. Even the teachers who implement the curriculum will nd it hard to translate it into the reality on the ground so as to live up to the expectations of the people. It was the desire to understand the state of the curriculum in Tanzania and its relation to provision of quality education that drove HakiElimu to undertake a major research on the relationship between the quality of the curriculum and provision of quality education in 2010.
Lessons for Tanzania on Achieving the Right to Information: The 2003 Campaign of Anti Corruption Coalition Uganda� is a case study of the 2003 campaign of ACCU to ensure the introduction and passage of Uganda�s Access to Information Act 2005. Many of the circumstances that surrounded this campaign in Uganda are also present in Tanzania�s own struggle to put in place legislation to ensure the right to information, and an examination into the means of Uganda�s success offers insights to Tanzania for its way forward.