Project Factsheet
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Project ID:00079846Description:Education
Tanzania One UN Fund
Start Date *: 14 Sep 2011
C2: Quality of Life
End Date*: 31 Dec 2016
Country: Tanzania Project Status: Financially Closed
  Participating Organization:   Multiple


Achievements in primary school enrolment following abolition of school fees in 2001 have been rapid, while pre-primary and secondary education likewise has shown steady expansion in the last few years. That said Tanzania's progress towards MDG 2 - Achieving Universal Primary Education - still faces challenges. These include ensuring cohort completion (81.4 percent in 2009), education quality (high pupil/teacher ratio of 54:1 in 2009) as well as the passing rate at the primary school leaving certificate level (49.4 percent in 2009).14 There are regional disparities in primary school access, with the proportion of enrolled children (7 – 13 years) ranging from only 70 percent in Tabora to 100 percent in Mwanza. Disparities exist in access to pre-primary and secondary schools: residence (urban vs. rural), household wealth and educational background all play a role. Disability, orphaning, child labour and other forms of vulnerability are additional barriers. Quality standards are noticeably declining at both primary and secondary levels, a consequence of the rapid increase in the school going population and enrolment expansion not matched by a requisite supply of quality related inputs such as qualified teachers, educational materials, sufficient classrooms, investments in school infrastructure and safety, water, sanitation and hygiene. Generally, schools tend to be neither healthy nor safe environments, particularly for adolescent girls. Low wages and conditions of work for teachers need attention as these factors affect their ability and motivation to deliver quality education. Primary school enrolment ratios for girls and boys are near equal. One-third of children attend secondary schooling. In secondary schools (Forms 1 through 6), although the total number of girls enrolled has more than doubled between 2006 and 2010 (an increase of 230 percent), girl's enrolment as a proportion of total enrolment in 2010 stands at 44 percent, a decrease of 3 percent from 2006. Girl's share of Form 6 enrolment in 2010 was 39% of total enrolment. Moreover, boys persistently perform better in national school examinations at both the primary and secondary levels, particularly in Mathematics and Science. In higher and tertiary education, girls' enrolment as a percentage of total enrolment touched 36 percent in 2008/9.

By the age of 14 (lower secondary), approximately half of Tanzania's children have left the schooling system. Less than one percent enrolls in higher education institutions and this impacts all areas of development. Alternative opportunities for formal learning, basic literacy, and vocational (trade) education do not meet demand.

 Key constraints in the sector can be traced to inadequate and inequitable access to quality education and coverage arising from many factors including: inadequate funding, disparities in resource allocations across districts and levels of education as well as poor management of resources to enable quality learning and teaching. Other constraints include managerial and financial shortcomings in national systems for policy implementation and service provision, poor capacities for evidence-based planning, budgeting,M&E,poor accountability and management for results.

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If you have questions about this programme you may wish to contact the RC office in Tanzania or the lead agency for the programme.

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