Did Tanzania Achieve the Second Millennium Development Goal? Statistical Analysis

Autor/in	Magoti, Edwin
Titel	Did Tanzania Achieve the Second Millennium Development Goal? Statistical Analysis
Quelle	In: Journal of Education and Practice, 7 (2016) 8, S.58-69 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Equal Education; Sustainable Development; Statistical Analysis; Inclusion; Lifelong Learning; Teacher Student Ratio; Enrollment Trends; Enrollment Rate; Dropouts; Teacher Effectiveness; Instructional Materials; Teacher Shortage; Rural Areas; Educational Resources; Program Implementation; Educational Environment; Educational Quality; Educational Finance; Human Resources; Employment; Competence; Technology Integration; Accreditation (Institutions); Standards; Educational Objectives; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Nachhaltige Entwicklung; Statistische Analyse; Inklusion; Life-long learning; Lebenslanges Lernen; Lehrer-Schüler-Relation; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrermangel; Rural area; Ländlicher Raum; Bildungsmittel; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Quality of education; Bildungsqualität; Bildungsfonds; Humankapital; Dienstverhältnis; Kompetenz; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Standard; Educational objective; Bildungsziel; Erziehungsziel; Tansania
Abstract	Development Goal "Achieve universal primary education", the challenges faced, along with the way forward towards achieving the fourth Sustainable Development Goal "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". Statistics show that Tanzania has made very promising steps towards achieving this goal. Gross Enrollment Ratio decreased from 106.4% in 2010 to 96.16% in 2013 with Net Enrollment Ratio averaging 93.7%. However, Gross and Net Enrollment ratio for pre-primary pupil was not promising, the figures stood at 33.5% and 33.3% respectively. The most notable challenges were dropouts, inadequate teaching and learning materials, shortage of teachers and unconducive learning atmosphere in some places, especially in rural areas. For effective and successful implementation of the 2030 Sustainable development agenda on education, this paper suggest; Enrolling Primary School pupils at right age; Providing education that focuses on Outcome and not on Output; Creating Conducive Learning atmosphere well vested with materials, financial and human resources; Employment based on academic and pedagogical competence; Integration of ICT in the Teaching and Learning Process and Accreditation/Approval of learning institutions bases on well-defined standards. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01