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The Tanzanian government has been struggling to reach targets set out in its Poverty Reduction Strategy Paper (PRSP) for improving education. There is evidence of persistent low enrolment rates, high drop-out and repetition rates. This study examines issues of performance and accessibility in primary and secondary schools, with particular attention to girls.

The paper begins by surveying the policies and practices for primary and secondary education in Tanzania. It then examines the different indicators used to measure educational performance. Next the authors conduct a literary review, and explore the determinants of enrolment and performance. Finally, the authors carry out their own empirical analysis on the state of primary and secondary education in Tanzania.

Key findings include:

• government funding of primary and secondary education in Tanzania is low compared to many sub-Saharan countries
• private schools perform better than public schools
• performance is determined more by school characteristics, such as the skill of teachers, than individual student characteristics
• the gender disparity, whilst not significant at primary level, is still wide at secondary level
• females are disadvantaged at the level of schooling and have less opportunities in the labour market after completing school

The author concludes with the following recommendations:

• the government must increase resources for education
• the government should entice the private sector into investing in education through attractive fiscal incentives
• resources should be relocated towards women in education
• the government should empower individuals and households economically in order to increase the demand for education
• secondary education should be made universal

Summary originally provided by GDNet, an Eldis content partner

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