Poor Performance Report 2019

2014/15 post budget analysis

Who decides what our children to learn

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.

Anti Corruption and Access to Infornamtion:The Right to Information Bill, 2007

Anti-Corruption and Access to Information: The Right to Information Bill, 2007� lays out the theoretical framework of the relation between corruption and the lack of public information. It then presents an analysis of the Right to Information Bill and the ways in which its passage and implementation will contribute to Tanzania�s fight against corruption.

The Significance of Quality Teacher

It is obvious that the development of any society depends much on education. Education empowers people, providing them with strong analytical and problem solving skills. These skills are used to overcome challenges that a given society faces. Quality education outcomes are dependant upon quality teachers who are the main actors in the teaching and learning process.

Assessment of Learning and Teaching Environment for Pre-Primary Education in Tanzania, 2019

Do Children with Disabilities Have Equal Access to Education?

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.