Does School Environment Affect Student
|File Name:||Does School Environment Affect Student Achievement.pdf|
|File Size:||9.22 MB|
|Last Updated Date:||02-06-2020|
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.
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.
Access to infornmation is essential to democracy and development.This study assesses access to infornmation from governmental and non-governmental sources in Tanzania.It is based on a systematic monitoring of responses to over 100 actual requests for infornmation.While its sample is too small to arrive at definitive conclusions,the study provides a valuable indicative picture of the state of access to infornmation in Tanzania.
Tanzania has made major efforts to improve the education system through the Primary Education Development Plan (PEDP) and Secondary Education Development Plan (SEDP). However, even though more classrooms have been built and enrolment numbers have increased significantly, many citizens assert that the quality of education children are receiving is poor and that children are not learning essential skills they will need to find work, thrive in their communities and contribute to national development. While PEDP and SEDP include a commitment to improving educational quality, efforts thus far have largely been directed at increasing quantitative inputs. The question of educational QUALITY now needs to come front and centre. What does ―quality education‖ mean? How do we recognize that a child has received a high-quality education? To what extent are children actually developing essential skills in schools?