Tanzania's Access To Quality Education In Tanzania

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Access to Quality Education For a long time Tanzania has viewed education as one of the major drivers of social and economic development. Education is one of the tools for building human capabilities and helps people realize the opportunity. It helps them to progress in ethics, customs of the society, and empower them for self-reliance (Nyerere, 1967; URoT, 1995; Sitta, 2007). Education plays a major role in poverty reduction (Wedgwood, 2007; Mtey & Sulle, 2013). It helps to empower people and increases their ability to be productive members of the society (Mtey & Sulle, 2013). Above all Tanzania value quality primary education as a viable means of creating a justifiable future for all citizen. The value of quality education has been repeatedly …show more content…

Although, I concede that a lot have been done to improve education in recent years, nonetheless, I still insist that the country cannot improve the human capital needed with the continuous education failures. I sense that the improved education that the minister of education advocated for “our children” and for the future of Tanzania in 2006 is not yet a reality. The national examination results each year, public cries, blog posts, and other compelling evidence from several reports, for example, URoT- MoEVT (2012); Uwezo, (2012); Sumra & Katabaro, (2014) provide a verification regarding the poor education system. The approach for education improvement must be beyond the poor learning environment in schools to the uplifting of the marginalized children from poverty backgrounds. They cannot access quality education, if they continue to live in the punitive effect of …show more content…

Likewise, the construction of primary school increased from 11,873 in 2001 to 15,816 in 2010 with registration doubled from 4,875,185 to 8,419,305 in the same year. Secondary school construction alike, increased by 355% in the same period (Mihayo, 2011) cited from Haki Elimu. At least, above a 100% of children now access education (Mihayo, 2011; UNESCO, 2011). Yet, enrollment t increase does not correspond with the quality of education, where primary school graduates cannot calculate standard II level basic mathematics. They can hardly read standard II level Kiswahili (World Bank, 2012; Mihayo, 2011 2014; Uwezo, 2012; Hartwig, 2013). This is not to say, the ability to read and write remain the only measure for ensuring students’ cognizant capability. Literary ability must be beyond the reading and writing to numerical and technological knowledge (Shank & Brown, 2013). Schools cannot improve skills and technology, if they suffer from scantiness of teachers, or sometimes have unqualified teachers, and schools lack learning and teaching materials. Poor quality of education in primary school leads to a poor quality of education in secondary school (World Bank 2012; Uwezo, 2012). This is the reason for students’ failure in the national primary and secondary school exam each year, for instance, the (URoTMOEVT, 2012) national exam result Figure 1:2. I build on the same argument that,

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