Political Economy of Education: Assessing Institutional and Structural Constraints to Quality and Access to Education Opportunities in Tanzania

Autor/inn/en	Ochieng, Haggai Kennedy; Yeonsung, Cho
Titel	Political Economy of Education: Assessing Institutional and Structural Constraints to Quality and Access to Education Opportunities in Tanzania
Quelle	In: SAGE Open, 11 (2021) 3, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ochieng, Haggai Kennedy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/21582440211047204
Schlagwörter	Foreign Countries; Access to Education; Educational Quality; Institutional Autonomy; Institutional Evaluation; Accountability; Early Childhood Education; Teacher Effectiveness; Partnerships in Education; International Cooperation; Barriers; Equal Education; Enrollment Trends; Educational Policy; Educational Change; Educational Administration; Financial Support; Technical Assistance; Politics of Education; Elementary Secondary Education; Administrative Organization; Tanzania; South Korea + Suchen Sie Ihr Suchwort? Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Institutionelle Autonomie; Verantwortung; Early childhood; Frühkindliche Bildung; Frühpädagogik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Hochschulpartnerschaft; Internationale Kooperation; Internationale Zusammenarbeit; Politics of education; Bildungspolitik; Bildungsreform; Bildungsverwaltung; Schuladministration; Schulverwaltung; Finanzielle Förderung; Technische Hilfe; Educational policy; Tansania; Korea; Republik
Abstract	In the year 2000, a global agenda to achieve quality education for all children by 2015 was birthed. However, even after the lapse of this period, quality of education remained low in developing countries. In light of this, the World Bank developed a framework for assessing education quality based on six facets, namely, assessment; autonomy; accountability; attention to teachers; attention to early childhood development; and attention to culture, together called 6As. Based on this framework, this paper examines education quality and attainment in Tanzania, and how Korea, which has partnered with Tanzania can help mitigate the challenges in the sector, which the two countries have set as their priority development partnership sector. The study is qualitative analysis based on secondary data. The study finds that Tanzania has made significant progress in line with education for all, exhibited by high enrollment rates, which is above the average of sub-Saharan Africa. Nonetheless, major failures exist in regard to quality of education, occasioned by policies that are inconsistent with the 6As. In situations where proper reforms have been instituted, laxity in enforcement have played a role to undermine quality. Moreover, Korea's support to Tanzania does not involve significant cross-border financial flows. As a result, the impact of its assistance on local education system is limited. The paper recommends significant reforms in education management. Korea can leverage its partnership with Tanzania to initiate stakeholder dialog in areas of necessary reforms. It should also increase cross-border financial flows and provide technical assistance to Tanzania's based on its success with education reforms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01