This paper aimed to assess the challenges that are faced by a girl child in rural Tanzania, for the government's attention of both access and quality primary education to be achieved. The study dealt with the assessment of all kinds of challenges that hinder girl children from participating in primary education, dropping out from school and those challenges that make them perform lower than boys in academics. The study adopted qualitative multiple case-study approach with multiple instruments of data collection (interview, non-participatory observation, and document analysis) for the study to deeply collect data on the participation of girl child in primary education for rural areas in Tanzania. The study found that intimidations of some parents to girl children are intentionally used so that they cannot pass their final primary education examination in rural areas so that they can get married and be source of money. Maid business from rural to town was also shown as the factor affecting most of the girls in rural areas, Girl children being overworked and inadequate number of female teachers were revealed as source of low attendance of girls to school
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This paper takes a historical view to examine the primary education system on Tanzania Mainland with a view to highlighting the gainers from and losers in this system. The paper will first provide a contextual analysis of Tanzania’s primary education system. In this process, the paper examines the key foundational principles that have shaped the education system in Tanzania from the colonial to the post-colonial period and it highlights the educational policies aimed at encouraging children’s engagement with primary schooling. The paper further examines what seems to have worked or not worked in ensuring access to quality education by all. In the second part of the presentation, the paper examines the losers and gainers from the current primary education system. Finally, the paper makes a projection of the way forward before the concluding remarks are presented.
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Analysis of the Unit Costs of the Government’s Provision of Pre-Primary Education in Tanzania Aneth Komba University of Dar es Salaam, School of Education, Department of Educational Foundations Management and Lifelong Learning komba@udsm.ac . Abstract The realisation of universal pre-primary education in any country requires serious government intervention to finance it. To be able to provide adequate funds, governments require information regarding the annual unit cost of educating a child in a pre-primary class. This study uses the 2012 Tanzanian census data to determine the unit cost of providing pre-primary education in public pre-primary schools in Tanzania for two years. The study employed the qualitative research methodology using a basic/generic research design. Data were collected from existing documents, through observation and telephone and face-to-face interviews with head teachers and pre-primary class teachers in 260 primary schools located in Dar es Salaam and Pwani r.
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Probit and grouped data models were used to estimate willingness to pay for improving primary education in Tanzania. The hypothesis is that parents are willing to pay for improving specific attributes associated with education quality and school curriculum. For school quality; the results indicated that parents preferred improvement in primary school administration and removing self-reliance activities from schools. Regarding school curriculum, preferences were on teaching good written and spoken English and teaching science and mathematical skills. However, the emphasis of Tanzania primary education policy is on teaching Swahili as a national language, and imparting agricultural technical skills to prepare students for rural life. Improvement in expected education quality doubled both the number of households willing to pay for primary education and resources available for education improvement. It is concluded that ongoing government investment in the primary education system shou.
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ABSTRACT The purpose of study was to investigate and establish the impact of Free Primary Education in Zambia (advantages, disadvantages, challenges, opportunities etc.) in eastern province of Zambia, Chipata. The studies done in other countries have shown that this Free Primary Education is very good as it lays a good foundation for the development of the nation. This could have been due to a gap between the rich and the poor people that existed when time came to take their learners to school. The gap theory used in the study suggested that the poor parents would fail to take their children to school but the rich would do that without any problem. This could lead to many street kids, poverty, diseases, crime, early marriages, and underdevelopment and dependence syndrome in the country. Free primary education comes as a solution to all these problems and helps bring equality in development and education in the nation. The problem of street kids is easily sorted out as children have easy access to education. Poverty and diseases, crime and early marriages are also prevented as children will be busy with school work and use their basic knowledge to do a lot of developmental activities like entrepreneurship that has been introduced and also just becoming responsible children who are well informed about their rights not to involve themselves in early marriages and crime. The children learn a lot at primary level to make them self dependent when they grow up and help develop the nation. In addition free Primary Education policy has the following advantages: reduced illiterate rate, prostitution, relationships, communication, community development, easy access to education, improved standard of education and brought economic development in the country just to mention but a few. The researcher recommended that the government should do the following activities, the government should build many schools to cope with this increase in enrolments, should employ many teachers to cope with this increase in enrolments, should increase the funding to primary schools to meet the needs of the primary schools, should maintain the quarterly funding and give it on time to primary schools so that school managers can mange schools effectively, should employ qualified head teachers of the institutions to effectively use the funding and manage the school properly and should sensitise the chiefs on the dangers of early marriages and the importance of education to the subjects.
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International Journal of Educational Development
