2014/15 post budget analysis
|File Name:||The 2014 POST BUDGET Analysis.pdf|
|File Size:||474.85 KB|
|Last Updated Date:||02-06-2020|
According to the Tanzania Development Vision 2025, education plays a crucial role in bringing about social and economic transformation. In spite of its importance in bringing social and economic development, Tanzania’s education sector faces a number of challenges such as poor teaching and learning environment as well as poor learning outcomes. Poor learning outcomes can be observed in the trend of National examination results whereby in the past five years, pass rates for secondary level dropped from 89 percent in 2005 to 43 percent in 2012 and from 71 percent in 2006 to 31percent in 2012 for primary level students (NECTA,2005-2012). In addition, findings from the Early Grade Reading Assessment (EGRA) and Early Grade Maths Assessment (EGMA) show that in numeracy, less than a third of standard three students were able to do simple multiplications which they were required to learn in standard two. In English language only 6 percent of the students had basic level of comprehension in English at standard 2 levels (USAID, 2014). A national assessment called UWEZO of 2015, also shows that five out of ten pupils of standard three could not read a paragraph of standard two in Swahili. Eight out of ten of standard three pupils could not read a story of standard two in English and seven out of ten of standard three could not do a Mathematics test for standard two.
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.
Pamoja na kuwa nchi yetu imepita katika awamu 5 za utawala wa kisiasa bado changamoto katika sekta ya elimu ni nyingi. Hali ya watoto kutojua kusoma na kuandika nchini,matokeo yasiyoridhisha katika mitihani ya darasa la saba na kidato cha nne na walimu kukosa hamasa ya ufundishaji, ni baadhiya ishara za kutokuwa na mazingira bora ya utoaji wa elimu nchini na kutotimizwa kwa wakati kwa baadhi ya ahadi za serikali katika elimu. Ripoti ya UWEZO, 2015, inaonesha kuwa baadhi ya watoto wa darasa la saba hawawezi kufanya majaribio ya darasa la Pili na wanafunzi wanne kati ya kumi (44%) hawawezi kusoma hadithi ya Kiingereza ya kiwango cha darasa la pili.